Difference between revisions of "HS-PS3-1"
From NY Science Standards Wiki
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources) |
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| + | {{DISPLAYTITLE:HS-PS3-1 {{!}} Energy Conservation}} | ||
| + | {{Navlinks|HS-PS2-5|HS-PS3-2|← HS-PS2-5 (Physics)|HS-PS3-2 (Physics) →|HS-PS1-12|HS-PS3-5|← HS-PS1-12 (Chem)|HS-PS3-5 (Chem) →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Create a computational model to calculate the change in the energy of one component in a system when | | ls = Create a computational model to calculate the change in the energy of one component in a system when | ||
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''Note: This is a performance expectation for both HS Physics and HS Chemistry. The Disciplinary Core Ideas to focus on will vary based on whether the standard is being taught in a physics or chemistry class. For physics, the NYSED course map describes the focus as "Conservation of energy, thermal energy, endothermic and exothermic reactions | ''Note: This is a performance expectation for both HS Physics and HS Chemistry. The Disciplinary Core Ideas to focus on will vary based on whether the standard is being taught in a physics or chemistry class. For physics, the NYSED course map describes the focus as "Conservation of energy, thermal energy, endothermic and exothermic reactions | ||
overlap with Chemistry". For chemistry, the NYSED describes a focus of "Conservation of energy, thermal energy, endothermic and exothermic reactions".'' | overlap with Chemistry". For chemistry, the NYSED describes a focus of "Conservation of energy, thermal energy, endothermic and exothermic reactions".'' | ||
| + | |||
| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | '''<big>Chemistry</big>''' | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]] | ||
| + | | style="background-color:white;" | [[Questions:Electricity Generation in New York State#q2|Question 2]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow#q1|Question 18]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow#q2|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow#q3|Question 20]] | ||
| + | |- | ||
| + | | rowspan="3" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]] | ||
| + | | style="background-color:white;" | [[Questions:Urban Heat Islands#q1|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]] | ||
| + | | style="background-color:white;" | [[Questions:Urban Heat Islands#q2|Question 20]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches#q3|Question 25]] | ||
| + | |} | ||
| + | |||
| + | '''<big>Physics</big>''' | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2026 Physics Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]] | ||
| + | | style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q1|Question 36]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025) | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]] | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q1|Question 1]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]] | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q4|Question 4]] | ||
| + | |} | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. | ||
| + | | Level4 = Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. | ||
| + | | Level3 = Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. | ||
| + | | Level2 = Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system. | ||
| + | | Level1 = Use mathematical representation or information provided to identify energy change(s) in one or more components of a system. | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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{{expandthissection}} <!-- Remove this after this section has been expanded upon --> | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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| DCI2 = PS3.B: Conservation of Energy and Energy Transfer | | DCI2 = PS3.B: Conservation of Energy and Energy Transfer | ||
* Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. | * Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. | ||
| + | * Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. | ||
* The availability of energy limits what can occur in any system. | * The availability of energy limits what can occur in any system. | ||
| + | * (NYSED) Energy exists in many forms, and when these forms change, energy is conserved. | ||
| CC1 = Systems and System Models | | CC1 = Systems and System Models | ||
* Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. | * Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. | ||
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}} | }} | ||
<metadesc>NYS Standard HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when | <metadesc>NYS Standard HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when | ||
| − | the change in energy of the other component(s) and energy flows in and out of the system are known | + | the change in energy of the other component(s) and energy flows in and out of the system are known.</metadesc> |
Latest revision as of 22:36, 20 September 2026
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Clarification statement: Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.
Assessment boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to work, power, thermal energy, kinetic energy, potential energy, electrical energy and/or the energies in gravitational, magnetic, or electric fields.
Note: This is a performance expectation for both HS Physics and HS Chemistry. The Disciplinary Core Ideas to focus on will vary based on whether the standard is being taught in a physics or chemistry class. For physics, the NYSED course map describes the focus as "Conservation of energy, thermal energy, endothermic and exothermic reactions overlap with Chemistry". For chemistry, the NYSED describes a focus of "Conservation of energy, thermal energy, endothermic and exothermic reactions".
Assessment
What assessment of HS-PS3-1 might look like on a NY state exam.
Chemistry
Physics
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | From Astro Blaster to Supernova | Question 36 |
| Sample clusters (Spring 2025) | Bungee Jumping | Question 1 |
| Bungee Jumping | Question 4 |
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
☐
Level 1: Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.
☐
Level 2: Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system.
☐
Level 3: Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
☐
Level 4: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
☐
Level 5: Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-1.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using Mathematics and Computational Thinking
- Create a computational model or simulation of a phenomenon, designed device, process, or system.
Disciplinary Core Ideas
- PS3.A: Definitions of Energy
- Energy is a qualitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
- PS3.B: Conservation of Energy and Energy Transfer
- Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
- Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
- The availability of energy limits what can occur in any system.
- (NYSED) Energy exists in many forms, and when these forms change, energy is conserved.
Crosscutting Concepts
- Systems and System Models
- Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
Page contributors: Caroline Leonard, Conrad Richman