HS-PS3-3   Energy

Students who demonstrate understanding can:

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
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 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.D: Energy in Chemical Processes

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Energy and Matter

  • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

 

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Science, Engineering and Technology on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

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-PS3-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-3)
MP.4 Model with mathematics. (HS-PS3-3)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)

HS-PS3-3   Energy

Students who demonstrate understanding can:

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
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 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.D: Energy in Chemical Processes

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Energy and Matter

  • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

 

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Science, Engineering and Technology on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

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-PS3-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-3)
MP.4 Model with mathematics. (HS-PS3-3)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)

HS-PS3-3   Energy

Students who demonstrate understanding can:

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
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 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

PS3.D: Energy in Chemical Processes

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Energy and Matter

  • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

 

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Science, Engineering and Technology on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

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-PS3-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS3-3)
MP.4 Model with mathematics. (HS-PS3-3)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-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.

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Related Evidence Statements
HS-PS3-3-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit P.1: Energy Flow from Earth’s Systems
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 5
High School Domains Model Course 1: Chemistry: Bundle 3
High School Domains Model Course 2: Physics: Bundle 3

How to Read the Standards

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