HS-PS3-3

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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.

Assessment

What assessment of HS-PS3-3 might look like on a NY state exam.

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

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 five levels.

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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.

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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.

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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.

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Level 4: 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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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.

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

• claim – Sample 2025
• concave mirror – Sample 2025
• electrical energy – June 2026, Sample 2025
• emitted light – Sample 2025
• emitted ray – June 2026
• flowchart – June 2026
• focal point – Sample 2025
• fossil fuels – June 2026
• geothermal power plant – June 2026
• gravitational potential energy – June 2026
• heat – June 2026
• heat source – June 2026
• image – June 2026
• impact – June 2026
• infrared – June 2026
• interaction – June 2026
• internal energy – June 2026
• investigation – Sample 2025
• kinetic energy – June 2026
• kinetic energy transfer – June 2026
• laser – June 2026
• light energy – Sample 2025
• light ray – June 2026, Sample 2025
• mechanical energy – June 2026, Sample 2025
• mirror – Sample 2025
• nuclear power plant – June 2026
• power plant – June 2026
• ratio of energy output to energy input – June 2026
• reflected light – June 2026
• reflected ray – June 2026
• reflection – Sample 2025
• rotational energy – June 2026
• solar power plant – June 2026
• steam – June 2026
• thermoelectric power plant – June 2026
• water – June 2026

Resources

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

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