MS-PS3-3 Energy

MS-PS3-3   Energy

Students who demonstrate understanding can:

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS3-3)
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS3-3)

MS-PS3-3   Energy

Students who demonstrate understanding can:

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS3-3)
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS3-3)

MS-PS3-3   Energy

Students who demonstrate understanding can:

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

ETS1.A: Defining and Delimiting an Engineering Problem

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS2.D

Articulation of DCIs across grade-bands:

4.PS3.B ; HS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS3-3)
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS3-3)

* 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.