HS-PS3-4

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Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Clarification statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.

Assessment boundary: Assessment is limited to investigations based on materials and tools 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.

Level 5Level 4Level 3Level 2Level 1

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, or use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, or complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, or given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.

Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system.

Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object.

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-4.

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Assessment

What assessment of HS-PS3-4 might look like on a NY state exam.

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NGSS Dimensions

Performance expectation HS-PS3-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

• Planning and carrying out investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

Disciplinary Core Ideas

• Conservation of energy and energy transfer: Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
• Conservation of energy and energy transfer: Energy exists in many forms, and when these forms change, energy is conserved.

Crosscutting Concepts

• Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

Page contributors: Caroline Leonard, Conrad Richman

Physics | HS. Energy