HS-PS3-5   Energy

Students who demonstrate understanding can:

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
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.C: Relationship Between Energy and Forces

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
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-PS3-5)
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-PS3-5)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-5)
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-PS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-5)
MP.4 Model with mathematics. (HS-PS3-5)

HS-PS3-5   Energy

Students who demonstrate understanding can:

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
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.C: Relationship Between Energy and Forces

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
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-PS3-5)
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-PS3-5)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-5)
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-PS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-5)
MP.4 Model with mathematics. (HS-PS3-5)

HS-PS3-5   Energy

Students who demonstrate understanding can:

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
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.C: Relationship Between Energy and Forces

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
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-PS3-5)
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-PS3-5)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-5)
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-PS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-5)
MP.4 Model with mathematics. (HS-PS3-5)

* 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.

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Related Evidence Statements
HS-PS3-5-1 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 P.1: Energy Flow from Earth’s Systems
High School: OpenSciEd Unit C.2 Structure & Properties of Matter
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 1
High School Domains Model Course 2: Physics: Bundle 1

How to Read the Standards

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