Difference between revisions of "HS-PS3-2"
From NY Science Standards Wiki
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources) |
|||
| (2 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
| + | {{DISPLAYTITLE:HS-PS3-2 {{!}} Kinetic and Potential Energy}} | ||
{{Navlinks|HS-PS3-1|HS-PS3-3|← HS-PS3-1|HS-PS3-3 →}} | {{Navlinks|HS-PS3-1|HS-PS3-3|← HS-PS3-1|HS-PS3-3 →}} | ||
{{learningstandard | {{learningstandard | ||
| Line 6: | Line 7: | ||
| ab = | | ab = | ||
}} | }} | ||
| + | |||
| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | {| 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="3" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]] | ||
| + | | style="background-color:white;" | [[Questions:Pendulum Motion#q1|Question 1]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]] | ||
| + | | style="background-color:white;" | [[Questions:Pendulum Motion#q2|Question 2]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]] | ||
| + | | style="background-color:white;" | [[Questions:Motorcycle Helmets#q5|Question 19]] | ||
| + | |- | ||
| + | | 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#q3|Question 3]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]] | ||
| + | | style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q5|Question 5]] | ||
| + | |} | ||
{{PerformanceLevel}} | {{PerformanceLevel}} | ||
| Line 20: | Line 47: | ||
{{expandthissection}} <!-- Remove this after this section has been expanded upon --> | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
Latest revision as of 22:36, 20 September 2026
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
Clarification statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically- charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
Assessment
What assessment of HS-PS3-2 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | Pendulum Motion | Question 1 |
| Pendulum Motion | Question 2 | |
| Motorcycle Helmets | Question 19 | |
| Sample clusters (Spring 2025) | Bungee Jumping | Question 3 |
| Bungee Jumping | Question 5 |
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: Given a model and/or information, identify the form(s) of energy associated with motion of and/or relative position of particles (objects).
☐
Level 2: Given a model and/or information, predict energy transfers associated with the motion and relative position of particles (objects).
☐
Level 3: Revise or complete a model(s) to illustrate that energy at the macroscopic scale is a combination of energies associated with the motion of and relative position of particles (objects).
☐
Level 4: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
☐
Level 5: Develop and use multiple models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects), and revise the models to reflect one or more changes in system parameters.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-2.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-2 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
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
- PS3.A: Definitions of Energy
- Energy is a quantitative 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.
- At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
- These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy is stored in fields moves across space.
Crosscutting Concepts
- Energy and Matter
- Energy can be transferred between one place and another place, between objects and/or fields, or between systems.
Page contributors: Caroline Leonard, Conrad Richman