Conservation of Energy and Energy Transfer
The Performance Expectations associated with the topic Energy help students formulate an answer to the question “How is energy transferred and conserved?” The disciplinary core idea expressed in the Framework for PS3 is broken down into four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life Energy is understood as quantitative property of a system that depends on the motion and interactions of matter and radiation within that system, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students develop an understanding that energy at both the macroscopic and the atomic scale can be accounted for as either motions of particles or energy associated with the configuration (relative positions) of particles In some cases, the energy associated with the configuration of particles can be thought of as stored in fields. Students also demonstrate their understanding of engineering principles when they design, build, and refine devices associated with the conversion of energy. The crosscutting concepts of cause and effect; systems and system models; energy and matter; and the influence of science, engineering, and technology on society and the natural world are further developed in the performance expectations associated with PS3. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, using computational thinking, and designing solutions; and to use these practices to demonstrate understanding of the core ideas (NGSS Lead States 2013f).
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1145.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions
- How is energy transferred and conserved?
- Why do some reactions release energy and others absorb it?
- How can energy from chemical reactions be harnessed to perform useful tasks?
Performance Expectations
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.]
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. * [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, 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.]
HS-PS3-4. 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.]
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem *The performance expectations marked with an asterisk integrate traditional science content with engineering through a practice or disciplinary core idea
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1146.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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