Difference between revisions of "MS-PS3-5"
From NY Science Standards Wiki
(Removed DCI PS3.D, which does not belong here. This was reported using the "report an error" function) |
|||
| (3 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
| − | {{DISPLAYTITLE:MS-PS3-5 {{!}} Energy Transfer | + | {{DISPLAYTITLE:MS-PS3-5 {{!}} Work and Energy Transfer}} |
{{Navlinks|MS-PS3-4|MS-PS3-6|← MS-PS3-4|MS-PS3-6 →}} | {{Navlinks|MS-PS3-4|MS-PS3-6|← MS-PS3-4|MS-PS3-6 →}} | ||
{{learningstandard | {{learningstandard | ||
| Line 8: | Line 8: | ||
}} | }} | ||
| − | {{ | + | {{PerformanceLevelMS}} |
{{PLTable | {{PLTable | ||
| Level4 = Construct, use, and present an argument, using multiple pieces of evidence, calculations and reasoning, to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. | | Level4 = Construct, use, and present an argument, using multiple pieces of evidence, calculations and reasoning, to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. | ||
| Line 35: | Line 35: | ||
| DCI1 = PS3.B: Conservation of Energy and Energy Transfer | | DCI1 = PS3.B: Conservation of Energy and Energy Transfer | ||
* When the motion energy of an object changes, there is inevitably some other change in energy at the same time. | * When the motion energy of an object changes, there is inevitably some other change in energy at the same time. | ||
| − | |||
| − | |||
| − | |||
| CC1 = Energy and Matter | | CC1 = Energy and Matter | ||
* Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion). | * Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion). | ||
}} | }} | ||
| − | + | <!-- | |
== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
| Line 50: | Line 47: | ||
| MATH1 = | | MATH1 = | ||
}} | }} | ||
| − | + | --> | |
{{Pagecontributors}} | {{Pagecontributors}} | ||
Latest revision as of 21:16, 21 August 2025
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Clarification statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.
Assessment boundary: Assessment could include calculations of work and energy.
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 four levels.
Construct, use, and present an argument, using multiple pieces of evidence, calculations and reasoning, to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Identify the evidence that supports the argument that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Using evidence, identify the argument that best supports the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-PS3-5.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-PS3-5 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-PS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Engaging in Argument from Evidence
- Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Disciplinary Core Ideas
- PS3.B: Conservation of Energy and Energy Transfer
- When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Crosscutting Concepts
- Energy and Matter
- Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion).