MS-PS3-1   Energy

Students who demonstrate understanding can:

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Scale, Proportion, and Quantity

  • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

Connections to other DCIs in this grade-band:

MS.PS2.A

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.A ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS3-1)
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (MS-PS3-1)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-PS3-1)
8.EE.A.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. (MS-PS3-1)
8.EE.A.2Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (MS-PS3-1)
8.F.A.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-1)

MS-PS3-1   Energy

Students who demonstrate understanding can:

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Scale, Proportion, and Quantity

  • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

Connections to other DCIs in this grade-band:

MS.PS2.A

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.A ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS3-1)
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (MS-PS3-1)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-PS3-1)
8.EE.A.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. (MS-PS3-1)
8.EE.A.2Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (MS-PS3-1)
8.F.A.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-1)

MS-PS3-1   Energy

Students who demonstrate understanding can:

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Scale, Proportion, and Quantity

  • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

Connections to other DCIs in this grade-band:

MS.PS2.A

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.A ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS3-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS3-1)
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (MS-PS3-1)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-PS3-1)
8.EE.A.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. (MS-PS3-1)
8.EE.A.2Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (MS-PS3-1)
8.F.A.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-1)

* 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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MS-PS3-1-1 Evidence Statements
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