Difference between revisions of "HS-PS3-3"
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| + | {{DISPLAYTITLE:HS-PS3-3 {{!}} Energy Conversion Devices}} | ||
| + | {{Navlinks|HS-PS3-2|HS-PS3-4|← HS-PS3-2|HS-PS3-4 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Design, build, and refine a device that works within given constraints to convert one form of energy into | | ls = Design, build, and refine a device that works within given constraints to convert one form of energy into | ||
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| ab = Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students. | | ab = Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students. | ||
}} | }} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = 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. | ||
| + | | Level4 = Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. | ||
| + | | Level3 = Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, <b><u>or</b></u> given a device or model of a device that converts one form of energy into another form of energy, calculate the device's efficiency. | ||
| + | | Level2 = 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, <b><u>or</b></u> 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. | ||
| + | | Level1 = 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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== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | * [[Questions:Sampler Automotive Optics#q1|Automotive Optics Q1]] | |
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Constructing Explanations and Designing Solutions |
| − | | DCI1 = | + | * 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. |
| − | | CC1 = | + | | DCI1 = PS3.A: Definitions of Energy |
| + | * At the macroscopic scale, energy manifests itself in multiple ways, such as motion, sound, light, and thermal energy | ||
| + | | DCI2 = PS3.B: Conservation of Energy and Energy Transfer | ||
| + | * (NYSED) Energy exists in many forms, and when these forms change, energy is conserved. | ||
| + | | CC1 = 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. | ||
}} | }} | ||
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{{Connections | {{Connections | ||
| − | | SCI1 = | + | | SCI1 = HS.ESS3.A, MS.PS3.A, MS.PS3.B, MS.ESS2.A |
| − | | LANG1 = | + | | LANG1 = 9-12.WHST.5 |
| − | | MATH1 = | + | | MATH1 = MP.2, MP.4, AI-N.Q.1, AI-N.Q.3 |
}} | }} | ||
--> | --> | ||
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| TOPIC = HS. Energy | | TOPIC = HS. Energy | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.</metadesc> | ||
Latest revision as of 20:38, 28 April 2025
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.
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.
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.
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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.
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.
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.
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.
Assessment
What assessment of HS-PS3-3 might look like on a NY state exam.
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