Difference between revisions of "MS-PS3-2"

From NY Science Standards Wiki
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources)
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{{DISPLAYTITLE:MS-PS3-2 {{!}} Potential Energy}}
 
 
{{Navlinks|MS-PS3-1|MS-PS3-3|← MS-PS3-1|MS-PS3-3 →}}{{learningstandard
 
{{Navlinks|MS-PS3-1|MS-PS3-3|← MS-PS3-1|MS-PS3-3 →}}{{learningstandard
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| topic = Potential Energy
 
| 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.
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! style="padding: 0.5em 1.5em;" | Question
 
! style="padding: 0.5em 1.5em;" | Question
 
|-
 
|-
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| style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]]
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| style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026 Grade 8 Test]]
 
| style="background-color:white;" | [[Questions:Forces and Fields|Forces and Fields]]
 
| style="background-color:white;" | [[Questions:Forces and Fields|Forces and Fields]]
 
| style="background-color:white;" | [[Questions:Forces and Fields#q2|Question 16]]
 
| style="background-color:white;" | [[Questions:Forces and Fields#q2|Question 16]]
 
|-
 
|-
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| style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]]
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| style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025 Grade 8 Test]]
 
| style="background-color:white;" | [[Questions:Energies of Dropped Marbles|Energies of Dropped Marbles]]
 
| style="background-color:white;" | [[Questions:Energies of Dropped Marbles|Energies of Dropped Marbles]]
 
| style="background-color:white;" | [[Questions:Energies of Dropped Marbles#q5|Question 56]]
 
| style="background-color:white;" | [[Questions:Energies of Dropped Marbles#q5|Question 56]]
 
|-
 
|-
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| style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]]
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| style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024 Grade 8 Test]]
 
| style="background-color:white;" | [[Questions:Energy of Skateboarders|Energy of Skateboarders]]
 
| style="background-color:white;" | [[Questions:Energy of Skateboarders|Energy of Skateboarders]]
 
| style="background-color:white;" | [[Questions:Energy of Skateboarders#q5|Question 16]]
 
| style="background-color:white;" | [[Questions:Energy of Skateboarders#q5|Question 16]]
 
|}
 
|}
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== Vocabulary ==
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Terms from the [[Middle School Science Glossary]] that come from this standard or from the released Grade 8 Science Test 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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* arrangement of objects
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* diagram
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* electric interaction
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* energy transfer
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* evidence
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* force
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* gravitational interaction
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* interacting at a distance
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* kinetic energy
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* magnet
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* magnetic interaction
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* model
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* orientation
 +
* potential energy
 +
* relative position
 +
* representation
 +
* roller coaster
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* static electrical charge
 +
* stored energy
 +
* system
 +
* system model
 +
</div>
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 +
<div class="vocab-subhead">From released test questions</div>
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<div class="vocab-list" style="column-width:20em;">
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* [[Questions:Energies of Dropped Marbles#q5|drop height]] – Spring 2025
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* [[Questions:Forces and Fields#q2|electric potential energy]] – Spring 2026
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* [[Questions:Forces and Fields#q2|electrically charged]] – Spring 2026
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* [[Questions:Energy of Skateboarders#q5|elevation]] – Spring 2024
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* [[Questions:Forces and Fields#q2|generator]] – Spring 2026
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* [[Questions:Forces and Fields#q2|metal]] – Spring 2026
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* [[Questions:Forces and Fields#q2|system of objects]] – Spring 2026
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</div>
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<div class="vocab-subhead">Implied by this standard</div>
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<div class="vocab-list">
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* gravitational potential energy – implied by "the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves"
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</div>
  
 
{{PerformanceLevelMS}}
 
{{PerformanceLevelMS}}
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| 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.
 
| 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.
 
| 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.
 +
| Example2 = <span class="pld-chip pld-chip-ms">[[Questions:Forces and Fields#q2|Spring 2026 · Q16]]</span>
 
| 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.
 
| 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.
 +
| Example1 = <span class="pld-chip pld-chip-ms">[[Questions:Energies of Dropped Marbles#q5|Spring 2025 · Q56]]</span> <span class="pld-chip pld-chip-ms">[[Questions:Energy of Skateboarders#q5|Spring 2024 · Q16]]</span>
 
}}
 
}}
  
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| TOPIC = MS. Energy
 
| TOPIC = MS. Energy
 
}}
 
}}
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<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 09:45, 18 October 2026

← MS-PS3-1
MS-PS3-3 →

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.

Grade 8 Science Test Questions

Released New York State Grade 8 science test questions that assess MS-PS3-2 are listed here by test and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
Spring 2026 Grade 8 Test Forces and Fields Question 16
Spring 2025 Grade 8 Test Energies of Dropped Marbles Question 56
Spring 2024 Grade 8 Test Energy of Skateboarders Question 16

Vocabulary

Terms from the Middle School Science Glossary that come from this standard or from the released Grade 8 Science Test questions that assess it.

From this standard
  • arrangement of objects
  • diagram
  • electric interaction
  • energy transfer
  • evidence
  • force
  • gravitational interaction
  • interacting at a distance
  • kinetic energy
  • magnet
  • magnetic interaction
  • model
  • orientation
  • potential energy
  • relative position
  • representation
  • roller coaster
  • static electrical charge
  • stored energy
  • system
  • system model
From released test questions
Implied by this standard
  • gravitational potential energy – implied by "the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves"

Performance Level Descriptions

Every Grade 8 Science Test question on MS-PS3-2 is written to match one of the performance level descriptions (PLDs) below.

Level 1: 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. Spring 2025 · Q56 Spring 2024 · Q16
Level 2: 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. Spring 2026 · Q16
Level 3: 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.
Level 4: 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.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of MS-PS3-2.

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


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, Conrad Richman, Shirley Shameen
MS | MS. Energy
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