Difference between revisions of "MS-PS3-2"
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| − | {{learningstandard | + | {{DISPLAYTITLE:MS-PS3-2 {{!}} Potential Energy}} |
| + | {{Navlinks|MS-PS3-1|MS-PS3-3|← MS-PS3-1|MS-PS3-3 →}}{{learningstandard | ||
| ls = Develop a model to describe that when the arrangement of objects interacting at a distance changes, | | ls = Develop a model to describe that when the arrangement of objects interacting at a distance changes, | ||
different amounts of potential energy are stored in the system. | different amounts of potential energy are stored in the system. | ||
| cs = Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. | | cs = Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. | ||
| ab = Assessment is limited to two objects and electric, magnetic, and gravitational interactions. | | ab = Assessment is limited to two objects and electric, magnetic, and gravitational interactions. | ||
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| + | {{PerformanceLevelMS}} | ||
| + | {{PLTable | ||
| + | | Level4 = Develop a model to describe that when the arrangement of objects interacting at a distance changes, the relative amounts of potential energy and kinetic energy in the system also changes. | ||
| + | | Level3 = Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | ||
| + | | Level2 = Given a model, use evidence from the model to describe how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change. | ||
| + | | Level1 = Given a model, identify the evidence from the model that describes how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change. | ||
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| − | + | * [[Questions:Energy of Skateboarders#q5|Energy of Skateboarders Q16]] | |
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| − | | SEP1 = | + | | SEP1 = Developing and Using Models |
| − | | DCI1 = | + | * Develop a model to describe unobservable mechanisms. |
| − | | CC1 = | + | | DCI1 = PS3.A: Definitions of Energy |
| + | * A system of objects may also contain stored (potential) energy, depending on their relative positions. | ||
| + | | DCI2 = PS3.C: Relationship Between Energy and Forces | ||
| + | * When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. | ||
| + | | CC1 = Systems and System Models | ||
| + | * Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. | ||
}} | }} | ||
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| MATH1 = | | MATH1 = | ||
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{{Pagecontributors}} | {{Pagecontributors}} | ||
{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Energy | | TOPIC = MS. Energy | ||
}} | }} | ||
| + | <metadesc>NYS Standard MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.</metadesc> | ||
Latest revision as of 20:39, 11 May 2025
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Clarification statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.
Assessment boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
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.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, the relative amounts of potential energy and kinetic energy in the system also changes.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Given a model, use evidence from the model to describe how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.
Given a model, identify the evidence from the model that describes how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-PS3-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-PS3-2 might look like on a NY state exam.
NGSS Dimensions
Performance expectation MS-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 a model to describe unobservable mechanisms.
Disciplinary Core Ideas
- PS3.A: Definitions of Energy
- A system of objects may also contain stored (potential) energy, depending on their relative positions.
- PS3.C: Relationship Between Energy and Forces
- When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
Crosscutting Concepts
- Systems and System Models
- Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Page contributors: Caroline Leonard, Shirley Shameen