HS-PS3-3 | Energy Conversion Devices
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, sound level or light meters, 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.
Assessment
What assessment of HS-PS3-3 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | Heat Exchange | Question 11 |
| Heat Exchange | Question 12 | |
| Motorcycle Helmets | Question 16 | |
| The Cell Phone | Question 27 | |
| Sample clusters (Spring 2025) | Automotive Optics | Question 1 |
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.
Vocabulary
Terms from the Physics Glossary that come from this standard or from the released exam questions that assess it.
- complex real-world problem
- conservation of energy
- constraints
- design variables
- device
- efficiency
- energy
- energy input
- energy output
- energy transfer
- energy transformation
- evidence
- form of energy
- generator
- light
- light meter
- macroscopic scale
- prioritized criteria
- qualitative
- quantitative
- renewable energy
- Rube Goldberg device
- solar cell
- solar oven
- solution
- sound
- sound level meter
- system
- thermal energy
- variable
- wind turbine
- work
- claim – Sample 2025
- concave mirror – Sample 2025
- electrical energy – June 2026, Sample 2025
- emitted light – Sample 2025
- emitted ray – June 2026
- flowchart – June 2026
- focal point – Sample 2025
- fossil fuels – June 2026
- geothermal power plant – June 2026
- gravitational potential energy – June 2026
- heat – June 2026
- heat source – June 2026
- image – June 2026
- impact – June 2026
- infrared – June 2026
- interaction – June 2026
- internal energy – June 2026
- investigation – Sample 2025
- kinetic energy – June 2026
- kinetic energy transfer – June 2026
- laser – June 2026
- light energy – Sample 2025
- light ray – June 2026, Sample 2025
- mechanical energy – June 2026, Sample 2025
- mirror – Sample 2025
- nuclear power plant – June 2026
- power plant – June 2026
- ratio of energy output to energy input – June 2026
- reflected light – June 2026
- reflected ray – June 2026
- reflection – Sample 2025
- rotational energy – June 2026
- solar power plant – June 2026
- steam – June 2026
- thermoelectric power plant – June 2026
- water – June 2026
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-3.
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NGSS Dimensions
Performance expectation HS-PS3-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Constructing Explanations and Designing Solutions
- Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- PS3.A: Definitions of Energy
- At the macroscopic scale, energy manifests itself in multiple ways, such as motion, sound, light, and thermal energy
- PS3.B: Conservation of Energy and Energy Transfer
- (NYSED) Energy exists in many forms, and when these forms change, energy is conserved.
- Energy and Matter
- Changes of energy and matter in a system can be described in terms of energy and matter flow into, out of, and within that system.