Difference between revisions of "HS-PS3-3"

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{{Navlinks|HS-PS3-2|HS-PS3-4|← HS-PS3-2|HS-PS3-4 →}}
 
{{learningstandard
 
{{learningstandard
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| topic = Energy Conversion Devices
 
| ls = Design, build, and refine a device that works within given constraints to convert one form of energy into
 
| ls = Design, build, and refine a device that works within given constraints to convert one form of energy into
 
another form of energy.
 
another form of energy.
 
| cs = 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.
 
| cs = 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.
 
| ab = Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
 
| ab = Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
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}}
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== {{Assessmentheading}} ==
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{{assessmentmessage}}
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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! style="padding: 0.5em 1.5em;" | Question
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|-
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| rowspan="4" style="background-color:white;" | [[June 2026 Physics Exam|June 2026 Physics Regents]]
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| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
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| style="background-color:white;" | [[Questions:Heat Exchange#q1|Question 11]]
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|-
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| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
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| style="background-color:white;" | [[Questions:Heat Exchange#q2|Question 12]]
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|-
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| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
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| style="background-color:white;" | [[Questions:Motorcycle Helmets#q2|Question 16]]
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|-
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| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
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| style="background-color:white;" | [[Questions:The Cell Phone#q3|Question 27]]
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|-
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| style="background-color:white;" | [[Physics Sample Question Clusters|Physics sample clusters]] (Spring 2025)
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| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
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| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q1|Question 1]]
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|}
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== Vocabulary ==
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Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.
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<div class="vocab-subhead">From this standard</div>
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<div class="vocab-list" style="column-width:14em;">
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* complex real-world problem
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* conservation of energy
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* constraints
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* design variables
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* device
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* efficiency
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* energy
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* energy input
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* energy output
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* energy transfer
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* energy transformation
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* evidence
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* form of energy
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* generator
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* light
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* light meter
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* macroscopic scale
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* prioritized criteria
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* qualitative
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* quantitative
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* renewable energy
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* Rube Goldberg device
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* solar cell
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* solar oven
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* solution
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* sound
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* sound level meter
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* system
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* thermal energy
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* variable
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* wind turbine
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* work
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</div>
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<div class="vocab-subhead">From released exam questions</div>
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<div class="vocab-list" style="column-width:20em;">
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* [[Questions:Sampler Automotive Optics#q1|claim]] – Sample 2025
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* [[Questions:Sampler Automotive Optics#q1|concave mirror]] – Sample 2025
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* [[Questions:Heat Exchange#q1|electrical energy]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
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* [[Questions:Sampler Automotive Optics#q1|emitted light]] – Sample 2025
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* [[Questions:The Cell Phone#q3|emitted ray]] – June 2026
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* [[Questions:Heat Exchange#q1|flowchart]] – June 2026
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* [[Questions:Sampler Automotive Optics#q1|focal point]] – Sample 2025
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* [[Questions:Heat Exchange#q1|fossil fuels]] – June 2026
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* [[Questions:Heat Exchange#q1|geothermal power plant]] – June 2026
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* [[Questions:Motorcycle Helmets#q2|gravitational potential energy]] – June 2026
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* [[Questions:Heat Exchange#q1|heat]] – June 2026
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* [[Questions:Heat Exchange#q1|heat source]] – June 2026
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* [[Questions:The Cell Phone#q3|image]] – June 2026
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* [[Questions:Motorcycle Helmets#q2|impact]] – June 2026
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* [[Questions:The Cell Phone#q3|infrared]] – June 2026
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* [[Questions:The Cell Phone#q3|interaction]] – June 2026
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* [[Questions:Heat Exchange#q1|internal energy]] – June 2026
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* [[Questions:Sampler Automotive Optics#q1|investigation]] – Sample 2025
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* [[Questions:Motorcycle Helmets#q2|kinetic energy]] – June 2026
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* [[Questions:Motorcycle Helmets#q2|kinetic energy transfer]] – June 2026
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* [[Questions:The Cell Phone#q3|laser]] – June 2026
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* [[Questions:Sampler Automotive Optics#q1|light energy]] – Sample 2025
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* [[Questions:The Cell Phone#q3|light ray]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
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* [[Questions:Motorcycle Helmets#q2|mechanical energy]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
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* [[Questions:Sampler Automotive Optics#q1|mirror]] – Sample 2025
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* [[Questions:Heat Exchange#q1|nuclear power plant]] – June 2026
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* [[Questions:Heat Exchange#q1|power plant]] – June 2026
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* [[Questions:Heat Exchange#q2|ratio of energy output to energy input]] – June 2026
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* [[Questions:The Cell Phone#q3|reflected light]] – June 2026
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* [[Questions:The Cell Phone#q3|reflected ray]] – June 2026
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* [[Questions:Sampler Automotive Optics#q1|reflection]] – Sample 2025
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* [[Questions:Heat Exchange#q1|rotational energy]] – June 2026
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* [[Questions:Heat Exchange#q1|solar power plant]] – June 2026
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* [[Questions:Heat Exchange#q1|steam]] – June 2026
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* [[Questions:Heat Exchange#q1|thermoelectric power plant]] – June 2026
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* [[Questions:Heat Exchange#q1|water]] – June 2026
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</div>
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{{PerformanceLevel}}
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{{PLTable
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| Level5 = Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student generated sources of evidence.
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| Level4 = Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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| Level3 = Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, <b><u>or</b></u> given a device or model of a device that converts one form of energy into another form of energy, calculate the device's efficiency.
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| Level2 = Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, <b><u>or</b></u> given two or more devices or models of devices that converts one form of energy into another form of energy, evaluate the energy output for the same energy input.
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| Example2 = <span class="pld-chip pld-chip-phys">[[Questions:Heat Exchange#q2|June 2026 · Q12]]</span> <span class="pld-chip pld-chip-phys">[[Questions:Sampler Automotive Optics#q1|Sample · Automotive Optics Q1]]</span>
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| Level1 = Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations.
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| Example1 = <span class="pld-chip pld-chip-phys">[[Questions:Heat Exchange#q1|June 2026 · Q11]]</span> <span class="pld-chip pld-chip-phys">[[Questions:Motorcycle Helmets#q2|June 2026 · Q16]]</span> <span class="pld-chip pld-chip-phys">[[Questions:The Cell Phone#q3|June 2026 · Q27]]</span>
 
}}
 
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== {{Dimensionsheading}} ==
 
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{{Dimensionstable
 
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| SEP1 =  
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| SEP1 = Constructing Explanations and Designing Solutions
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| DCI1 =  
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* 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.
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| CC1 =  
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| DCI1 = PS3.A: Definitions of Energy
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* At the macroscopic scale, energy manifests itself in multiple ways, such as motion, sound, light, and thermal energy
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| DCI2 = PS3.B: Conservation of Energy and Energy Transfer
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* (NYSED) Energy exists in many forms, and when these forms change, energy is conserved.
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| CC1 = Energy and Matter
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* 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.
 
}}
 
}}
 
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| SCI1 =  
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| SCI1 = HS.ESS3.A, MS.PS3.A, MS.PS3.B, MS.ESS2.A
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| LANG1 =  
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| LANG1 = 9-12.WHST.5
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| MATH1 =  
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| MATH1 = MP.2, MP.4, AI-N.Q.1, AI-N.Q.3
 
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| TOPIC = HS. Energy
 
| TOPIC = HS. Energy
 
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<metadesc>NYS Standard 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.</metadesc>
 

Latest revision as of 09:47, 18 October 2026

← HS-PS3-2
HS-PS3-4 →

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.

Regents Exam Questions

Released New York State Regents exam questions that assess HS-PS3-3 are listed here by exam and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
June 2026 Physics Regents Heat Exchange Question 11
Heat Exchange Question 12
Motorcycle Helmets Question 16
The Cell Phone Question 27
Physics sample clusters (Spring 2025) Automotive Optics Question 1

Vocabulary

Terms from the Physics Glossary that come from this standard or from the released exam questions that assess it.

From this standard
  • 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
From released exam questions

Performance Level Descriptions

Every Regents exam question on HS-PS3-3 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations. June 2026 · Q11 June 2026 · Q16 June 2026 · Q27
Level 2: Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, or given two or more devices or models of devices that converts one form of energy into another form of energy, evaluate the energy output for the same energy input. June 2026 · Q12 Sample · Automotive Optics Q1
Level 3: Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, or given a device or model of a device that converts one form of energy into another form of energy, calculate the device's efficiency.
Level 4: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Level 5: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student generated sources of evidence.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-3.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-PS3-3 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
    • 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.
Disciplinary Core Ideas
  • 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.
Crosscutting Concepts
  • 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.
Page contributors: Caroline Leonard, Conrad Richman
Physics | HS. Energy
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