Difference between revisions of "HS-PS3-4"
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| + | {{Navlinks|HS-PS3-3|HS-PS3-5|← HS-PS3-3|HS-PS3-5 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Thermal Energy and Heat | ||
| ls = Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy | | ls = Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy | ||
distribution among the components in the system (second law of thermodynamics). | distribution among the components in the system (second law of thermodynamics). | ||
| cs = Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. | | cs = Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. | ||
| ab = Assessment is limited to investigations based on materials and tools provided to students. | | ab = Assessment is limited to investigations based on materials and tools provided to students. | ||
| + | }} | ||
| + | |||
| + | == {{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="2" style="background-color:white;" | [[June 2026 Physics Exam|June 2026 Physics Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]] | ||
| + | | style="background-color:white;" | [[Questions:Heat Exchange#q3|Question 13]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]] | ||
| + | | style="background-color:white;" | [[Questions:Heat Exchange#q4|Question 14]] | ||
| + | |} | ||
| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * accuracy | ||
| + | * boundary | ||
| + | * change in energy | ||
| + | * closed system | ||
| + | * conservation of energy | ||
| + | * cost | ||
| + | * energy | ||
| + | * energy transfer | ||
| + | * energy transferred | ||
| + | * evidence | ||
| + | * initial conditions | ||
| + | * initial temperature | ||
| + | * investigation | ||
| + | * mass | ||
| + | * mathematical representation | ||
| + | * object | ||
| + | * precision | ||
| + | * reliable measurements | ||
| + | * second law of thermodynamics | ||
| + | * specific heat | ||
| + | * stable state | ||
| + | * support (a claim) | ||
| + | * system | ||
| + | * temperature | ||
| + | * temperature change | ||
| + | * thermal energy | ||
| + | * transfer of thermal energy | ||
| + | * trial | ||
| + | * trials | ||
| + | * uncertainties | ||
| + | * uniform energy distribution | ||
| + | * water | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Heat Exchange#q3|boiling point]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q4|cooling system]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q3|melting point]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q3|physical state]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q3|safety equipment]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q3|safety procedures]] – June 2026 | ||
| + | * [[Questions:Heat Exchange#q3|specific heat capacity]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * thermal equilibrium – implied by "results in a more uniform energy distribution among the components" | ||
| + | </div> | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation. | ||
| + | | Level4 = Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system (second law of thermodynamics). | ||
| + | | Level3 = Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, <b><u>or</u></b> use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, <b><u>or</u></b> complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, <b><u>or</u></b> given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. | ||
| + | | Level2 = Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system. | ||
| + | | Example2 = <span class="pld-chip pld-chip-phys">[[Questions:Heat Exchange#q4|June 2026 · Q14]]</span> | ||
| + | | Level1 = Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object. | ||
| + | | Example1 = <span class="pld-chip pld-chip-phys">[[Questions:Heat Exchange#q3|June 2026 · Q13]]</span> | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Planning and carrying out investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. |
| − | | DCI1 = | + | | DCI1 = Conservation of energy and energy transfer: Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). |
| − | | CC1 = | + | | DCI2 = Conservation of energy and energy transfer: Energy exists in many forms, and when these forms change, energy is conserved. |
| + | | CC1 = Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. | ||
}} | }} | ||
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| TOPIC = HS. Energy | | TOPIC = HS. Energy | ||
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Latest revision as of 09:47, 18 October 2026
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Clarification statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
Assessment boundary: Assessment is limited to investigations based on materials and tools provided to students.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-PS3-4 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 13 |
| Heat Exchange | Question 14 |
Vocabulary
Terms from the Physics Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- accuracy
- boundary
- change in energy
- closed system
- conservation of energy
- cost
- energy
- energy transfer
- energy transferred
- evidence
- initial conditions
- initial temperature
- investigation
- mass
- mathematical representation
- object
- precision
- reliable measurements
- second law of thermodynamics
- specific heat
- stable state
- support (a claim)
- system
- temperature
- temperature change
- thermal energy
- transfer of thermal energy
- trial
- trials
- uncertainties
- uniform energy distribution
- water
From released exam questions
- boiling point – June 2026
- cooling system – June 2026
- melting point – June 2026
- physical state – June 2026
- safety equipment – June 2026
- safety procedures – June 2026
- specific heat capacity – June 2026
Implied by this standard
- thermal equilibrium – implied by "results in a more uniform energy distribution among the components"
Performance Level Descriptions
Every Regents exam question on HS-PS3-4 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object. June 2026 · Q13
Level 2: Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system. June 2026 · Q14
Level 3: Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, or use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, or complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, or given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.
Level 4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Level 5: Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-4.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Planning and carrying out investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Disciplinary Core Ideas
- Conservation of energy and energy transfer: Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
- Conservation of energy and energy transfer: Energy exists in many forms, and when these forms change, energy is conserved.
Crosscutting Concepts
- Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
Page contributors: Caroline Leonard, Conrad Richman