HS-PS3-2 Energy

HS-PS3-2   Energy

Students who demonstrate understanding can:

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.ESS2.A ; HS.PS1.A ; HS.PS1.B ; HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-2)
MP.4 Model with mathematics. (HS-PS3-2)

HS-PS3-2   Energy

Students who demonstrate understanding can:

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.ESS2.A ; HS.PS1.A ; HS.PS1.B ; HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-2)
MP.4 Model with mathematics. (HS-PS3-2)

HS-PS3-2   Energy

Students who demonstrate understanding can:

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.ESS2.A ; HS.PS1.A ; HS.PS1.B ; HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-2)
MP.4 Model with mathematics. (HS-PS3-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.