HS-PS3-4   Energy

Students who demonstrate understanding can:

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Disciplinary Core Ideas

PS3.B: Conservation of Energy and Energy Transfer

PS3.D: Energy in Chemical Processes

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.ESS1.A ; HS.ESS2.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS3-4)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-4)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS3-4)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-4)
MP.4 Model with mathematics. (HS-PS3-4)

HS-PS3-4   Energy

Students who demonstrate understanding can:

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Disciplinary Core Ideas

PS3.B: Conservation of Energy and Energy Transfer

PS3.D: Energy in Chemical Processes

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.ESS1.A ; HS.ESS2.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS3-4)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-4)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS3-4)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-4)
MP.4 Model with mathematics. (HS-PS3-4)

HS-PS3-4   Energy

Students who demonstrate understanding can:

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
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

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Disciplinary Core Ideas

PS3.B: Conservation of Energy and Energy Transfer

PS3.D: Energy in Chemical Processes

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.ESS1.A ; HS.ESS2.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS3-4)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-4)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS3-4)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-4)
MP.4 Model with mathematics. (HS-PS3-4)

* 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.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
HS-PS3-4-1 Evidence Statements
Related Quality Units
High School: Interactions Unit 1 - Why do some clothes stick together when they come out of the dryer?
High School: Interactions Unit 2 - How does a small spark trigger a huge explosion?
High School: OpenSciEd Unit C.1: Thermodynamics in Earth’s Systems
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 3
High School Conceptual Progression Model Course 1: Bundle 4
High School Domains Model Course 1: Chemistry: Bundle 3
High School Domains Model Course 2: Physics: Bundle 3

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...