HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects)
Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
Assessment Boundary: none
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
The resource could better meet the PE if it required students to produce diagrams, drawings, or descriptions that clearly showed the student’s understanding of the energy conversion taking place in this experiment. It does a good job of asking students to analyze their results and to extend their knowledge to another situation, but the instructor should be sure to ask the students to include diagrams, drawings, or descriptions of the energy conversion taking place in an effort to bring modeling more fully into the lesson.
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.
Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
The resource could better meet the PE if it required students to produce diagrams, drawings, or descriptions that clearly showed the student’s understanding of the energy conversion taking place in this experiment. It does a good job of asking students to analyze their results and to extend their knowledge to another situation, but the instructor should be sure to ask the students to include diagrams, drawings, or descriptions of the energy conversion taking place in an effort to bring modeling more fully into the lesson.