MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
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 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.C: Relationship Between Energy and Forces

Crosscutting Concepts

Systems and System Models

  • Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.PS2.B ; HS.PS3.B ; HS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
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 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.C: Relationship Between Energy and Forces

Crosscutting Concepts

Systems and System Models

  • Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.PS2.B ; HS.PS3.B ; HS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

MS-PS3-2   Energy

Students who demonstrate understanding can:

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
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 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.C: Relationship Between Energy and Forces

Crosscutting Concepts

Systems and System Models

  • Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.PS2.B ; HS.PS3.B ; HS.PS3.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS3-2)

* 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
MS-PS3-2-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 8.3: How Can a Magnet Move Another Object Without Touching It?
Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 5
Middle School Phenomenon Model Course 2: Bundle 3
Middle School Topic Model Course 3: Bundle 1

How to Read the Standards

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