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Next Generation Science Standards (NGSS)
High School Physical Sciences
Students in high school continue to develop their understanding of the four core
ideas in the physical sciences. These ideas include the most fundamental
concepts from chemistry and physics, but are intended to leave room for expanded
study in upper-level high school courses. The high school performance
expectations in Physical Science build on the middle school ideas and skills and
allow high school students to explain more in-depth phenomena central not only
to the physical sciences, but to life and earth and space sciences as well.
These performance expectations blend the core ideas with scientific and
engineering practices and crosscutting concepts to support students in
developing useable knowledge to explain ideas across the science disciplines. In
the physical science performance expectations at the high school level, there is
a focus on several scientific practices. These include developing and using
models, planning and conducting investigations, analyzing and interpreting data,
using mathematical and computational thinking, and constructing explanations;
and to use these practices to demonstrate understanding of the core ideas.
Students are also expected to demonstrate understanding of several engineering
practices, including design and evaluation.
The performance expectations in the topic Structure
and Properties of Matter help
students formulate an answer to the question, “How can one explain the structure
and properties of matter?” Two sub-ideas from the NRC Framework are addressed in
these performance expectations: the structure and properties of matter, and
nuclear processes. Students are expected to develop understanding of the
substructure of atoms and provide more mechanistic explanations of the
properties of substances. Students are able to use the periodic table as a tool
to explain and predict the properties of elements. Phenomena involving nuclei
are also important to understand, as they explain the formation and abundance of
the elements, radioactivity, the release of energy from the sun and other stars,
and the generation of nuclear power. The crosscutting concepts of patterns,
energy and matter, and structure and function are called out as organizing
concepts for these disciplinary core ideas. In these performance expectations,
students are expected to demonstrate proficiency in developing and using models,
planning and conducting investigations, and communicating scientific and
technical information; and to use these practices to demonstrate understanding
of the core ideas.
The performance expectations in the topic Chemical
Reactions help
students formulate an answer to the questions: “How do substances combine or
change (react) to make new substances? How does one characterize and explain
these reactions and make predictions about them?” Chemical reactions, including
rates of reactions and energy changes, can be understood by students at this
level in terms of the collisions of molecules and the rearrangements of atoms.
Using this expanded knowledge of chemical reactions, students are able to
explain important biological and geophysical phenomena. Students are also able
to apply an understanding of the process of optimization in engineering design
to chemical reaction systems. The crosscutting concepts of patterns, energy and
matter, and stability and change are called out as organizing concepts for these
disciplinary core ideas. In these performance expectations, students are
expected to demonstrate proficiency in developing and using models, using
mathematical thinking, constructing explanations, and designing solutions; and
to use these practices to demonstrate understanding of the core ideas.
The Performance Expectations associated with the topic Forces
and Interactions supports
students’ understanding of ideas related to why some objects will keep moving,
why objects fall to the ground, and why some materials are attracted to each
other while others are not. Students should be able to answer the question, “How
can one explain and predict interactions between objects and within systems of
objects?” The disciplinary core idea expressed in the Framework for PS2 is
broken down into the sub ideas of Forces and Motion and Types of Interactions.
The performance expectations in PS2 focus on students building understanding of
forces and interactions and Newton’s Second Law. Students also develop
understanding that the total momentum of a system of objects is conserved when
there is no net force on the system. Students are able to use Newton’s Law of
Gravitation and Coulomb’s Law to describe and predict the gravitational and
electrostatic forces between objects. Students are able to apply scientific and
engineering ideas to design, evaluate, and refine a device that minimizes the
force on a macroscopic object during a collision. The crosscutting concepts of
patterns, cause and effect, and systems and system models are called out as
organizing concepts for these disciplinary core ideas. In the PS2 performance
expectations, students are expected to demonstrate proficiency in planning and
conducting investigations, analyzing data and using math to support claims, and
applying scientific ideas to solve design problems; and to use these practices
to demonstrate understanding of the core ideas.
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 carry out investigations, using computational thinking, and designing solutions; and to use these practices to demonstrate understanding of the core ideas. The
Performance Expectations associated with the topic Waves
and Electromagnetic Radiation are
critical to understand how many new technologies work. As such, this
disciplinary core idea helps students answer the question, “How are waves used
to transfer energy and send and store information?” The disciplinary core idea
in PS4 is broken down into Wave Properties, Electromagnetic Radiation, and
Information Technologies and Instrumentation. Students are able to apply
understanding of how wave properties and the interactions of electromagnetic
radiation with matter can transfer information across long distances, store
information, and investigate nature on many scales. Models of electromagnetic
radiation as either a wave of changing electric and magnetic fields or as
particles are developed and used. Students understand that combining waves of
different frequencies can make a wide variety of patterns and thereby encode and
transmit information. Students also demonstrate their understanding of
engineering ideas by presenting information about how technological devices use
the principles of wave behavior and wave interactions with matter to transmit
and capture information and energy. The crosscutting concepts of cause and
effect; systems and system models; stability and change; interdependence of
science, engineering, and technology; and the influence of engineering,
technology, and science on society and the natural world are highlighted as
organizing concepts for these disciplinary core ideas. In the PS3 performance
expectations, students are expected to demonstrate proficiency in asking
questions, using mathematical thinking, engaging in argument from evidence, and
obtaining, evaluating and communicating information; and to use these practices
to demonstrate understanding of the core ideas.
HS-PS1 Matter and Its Interactions
PE HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
PE HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS.PS1.A: Structure and Properties of Matter The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1),(HS-PS1-2) Section 5.2: Electron Configuration and the Periodic Table pp.130-141 Section 5.3: Electron Configuration and the Periodic Properties pp.142-156
HS.PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1-7) Section 7.4: Determining Chemical Formulas pp.233-237
Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-PS1-5) Section 5.2: Electron Configuration and the Periodic Table pp.130-141 Section 5.3: Electron Configuration and the Periodic Properties pp.142-156
PE HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS.PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (HS-PS1-3),(secondary to HS-PS2-6) Section 6.3: Ionic Bonding and Ionic Compounds p.183 Section 6.4: Metallic Bonding pp.185-186 Section 6.5: Molecular Geometry pp.187-197
HS.PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1),(secondary to HS-PS1-3) Section 1.2: Matter and Its Properties pp.6-15 Section 6.1: Introduction to Chemical Bonding pp.165-167 Section 6.2: Covalent Bonding and Molecular Compounds pp.168-179 Section 6.3: Ionic Bonding and Ionic Compounds pp.180-184 Section 6.4: Metallic Bonding pp.185-186 Section 6.5: Molecular Geometry pp.187-197 Section 10.1: The Kinetic-Molecular Theory of Matter pp.311-314 Section 10.2: Liquids pp.315-318 Section 10.3: Solids pp.319-323 Section 10.4: Changes of State pp.331-333
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. (HS-PS1-3)
Section 6.5: Molecular Geometry pp.187-197
PE HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.[Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
HS.PS1.A: Structure and Properties of Matter A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS-PS1-4) Section 6.2: Covalent Bonding and Molecular Compounds pp.168-169
HS.PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. (HS-PS1-4),(HS-PS1-5) Section 16.1: Thermochemistry pp.501-514 Section 17.1: The Reaction Process pp.529-535 Section 17.2: Reaction Rate pp.536-546
PE HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]
HS.PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. (HS-PS1-4),(HS-PS1-5) Section 16.1: Thermochemistry pp.501-514 Section 17.1: The Reaction Process pp.529-535 Section 17.2: Reaction Rate pp.536-546
PE HS-PS1-6
Refine the design of a chemical system by specifying a change in conditions that
would produce increased amounts of products at equilibrium.*[Clarification
Statement: Emphasis is on the application of Le Chatlier’s Principle and on
refining designs of chemical reaction systems, including descriptions of the
connection between changes made at the macroscopic level and what happens at the
molecular level. Examples of designs could include different ways to increase
product formation including adding reactants or removing products.] [Assessment
Boundary: Assessment is limited to specifying the change in only one variable at
a time. Assessment does not include calculating equilibrium constants and
concentrations.]
HS.PS1.B: Chemical Reactions In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. (HS-PS1-6) Section 18:1: The Nature of Chemical Equilibrium pp.555-561 Section 18.2: Shifting Equilibrium pp.564-570
Constructing Explanations and Designing Solutions Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS1-6) Section 18.2: Shifting Equilibrium pp.564-570
Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. (HS-PS1-6) Chapter 18: Chemical Equilibrium pp.554-593
PE HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.]
HS.PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1-7) Section 7.4: Determining Chemical Formulas pp.233-237
PE HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.][Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]
HS.PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS-PS1-8) Section 21.1: Nuclear reactions affect the nucleus of an atom. P644 Section 21.4: Nuclear Fission and Nuclear Fusion pp.657-659
HS-PS2 Motion and Stability: Forces and Interactions
PE HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS.PS2.A: Forces and Motion Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1) Section 4.3: Newton's Second and Third Laws p.128-132
PE HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS.PS2.A: Forces and Motion Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. (HS-PS2-2) Section 6.1: Momentum and Impulse pp.190-196
HS.PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2),(HS-PS2-3) Section 6.2: Conservation of Momentum pp.197-203
Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2) Section 6.2: Conservation of Momentum pp.197-203
PE HS-PS2-3
Apply scientific and engineering ideas to design, evaluate, and refine a device
that minimizes the force on a macroscopic object during a collision.* [Clarification
Statement: Examples of evaluation and refinement could include determining the
success of the device at protecting an object from damage and modifying the
design to improve it. Examples of a device could include a football helmet or a
parachute.] [Assessment Boundary: Assessment is limited to qualitative
evaluations and/or algebraic manipulations.]
HS.PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2),(HS-PS2-3) Section 6.2: Conservation of Momentum pp.197-203
PE HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.][Assessment Boundary: Assessment is limited to systems with two objects.]
HS.PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) Section 7.2: Newton's Law of Universal Gravitation pp.230-237 Section 16.2: Electric Force pp.554-561
HS.PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) Section 7.2: Newton's Law of Universal Gravitation pp.230-237 Section 16.3: The Electric Field pp.562-568 Section 19.1: Magnets and Magnetic Fields pp.664-668
Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4) Section 7.2: Newton's Law of Universal Gravitation pp.230-237
PE HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS.PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) Section 7.2: Newton's Law of Universal Gravitation pp.230-237 Section 16.3: The Electric Field pp.562-568 Section 19.1: Magnets and Magnetic Fields pp.664-668
HS.PS3.A: Definitions of Energy "Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5) Section 20.2: Voltaic Cells pp.620-628 Section 17.1: Electric Potential pp.580-587
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. (HS-PS2-5) Section 16.3: The Electric Field pp.562-568
Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS2-1),(HS-PS2-5) Section 7.2: Newton's Law of Universal Gravitation pp.230-237
PE HS-PS2-6
Communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials.*[Clarification
Statement: Emphasis is on the attractive and repulsive forces that determine the
functioning of the material. Examples could include why electrically conductive
materials are often made of metal, flexible but durable materials are made up of
long chained molecules, and pharmaceuticals are designed to interact with
specific receptors.] [Assessment Boundary: Assessment is limited to provided
molecular structures of specific designed materials.]
HS.PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (HS-PS2-6), (secondary to HS-PS1-1), (secondary to HS-PS1-3) Section 1.2: Matter and Its Properties pp.6-15 Section 6.1: Introduction to Chemical Bonding pp.165-167 Section 6.2: Covalent Bonding and Molecular Compounds pp.168-179 Section 6.3: Ionic Bonding and Ionic Compounds pp.180-184 Section 6.4: Metallic Bonding pp.185-186 Section 6.5: Molecular Geometry pp.187-197 Section 10.1: The Kinetic-Molecular Theory of Matter pp.311-314 Section 10.2: Liquids pp.315-318 Section 10.3: Solids pp.319-323 Section 10.4: Changes of State pp.324-330 Section 10.4: Water pp.331-333
HS.PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (HS-PS1-3) (secondary to HS-PS2-6) Section 6.3: Differences in attraction strength in ionic and molecular compounds p.183 Section 6.4: Metallic Bonding pp.185-186 Section 6.5: Molecular Geometry pp.193-179
HS-PS3 Energy PE 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.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HS-PS3-1),(HS-PS3-2) Section 5.2: Energy pp.158-166 Section 5.3: Conservation of Energy pp.167-172
HS.PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1) Section 5.2: Energy pp.158-166 Section 9.2: Defining Heat pp.305-311 Section 10.3: The Second Law of Thermodynamics pp.348-353
HS.PS3.B: Conservation of Energy and Energy Transfer Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1),(HS-PS3-4) Section 16.1: Thermochemistry pp.501-514
HS.PS3.B: Conservation of Energy and Energy Transfer Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (HS-PS3-1) Section 16.1: Thermochemistry pp.501-514
HS.PS3.B: Conservation of Energy and Energy Transfer The availability of energy limits what can occur in any system. (HS-PS3-1) Section 17.1: The Reaction Process pp.529-535
Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-PS3-1) Section 9.2: Defining Heat pp.305-311
PE 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.]
HS.PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HS-PS3-1),(HS-PS3-2) Section 5.2: Energy pp. 156-166 Section 5.3: Conservation of Energy pp.167-172
HS.PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS-PS3-2) (HS-PS3-3) Section 5.2: Energy pp.158-166 Section 9.1: Temperature and Thermal Equilibrium pp.298-304 Section 12.2: Sound Intensity and Resonance pp.410-416
HS.PS3.A: Definitions of Energy These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (HS-PS3-2) (secondary to HS-PS2-6) Section 17.1: Electric Potential pp.580-587 Section 21.1: Quantization of Energy pp.734-742
Energy and Matter Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems. (HS-PS3-2) Section 9.1: Temperature and Thermal Equilibrium pp.298-304 Section 17.1: Electric Potential pp.580-587
PE 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.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS-PS3-2) (HS-PS3-3) Section 5.2: Energy pp.158-166 Section 9.1: Temperature and Thermal Equilibrium pp.298-304 Section 12.2: Sound Intensity and Resonance pp.410-416 Section 21.2: Models of the Atom pp.744-752
HS.PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. (HS-PS3-3),(HS-PS3-4) Section 16.1: Thermochemistry pp.501-514
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. (HS-PS3-3) Section 9.1: Temperature and Thermal Equilibrium pp.298-304
Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS3-3) Section 9.1: Temperature and Thermal Equilibrium pp.298-304
PE 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.PS3.B: Conservation of Energy and Energy Transfer Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1),(HS-PS3-4) Section 16.1: Thermochemistry pp.501-514
HS.PS3.B: 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). (HS-PS3-4) Section 16.2: Driving Force of Reactions pp.516-520
HS.PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. (HS-PS3-3),(HS-PS3-4) Section 16.1: Thermochemistry pp.501-514
PE HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
HS.PS3.C: Relationship Between Energy and Forces When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5) Section 7.2: Newton's Law of Universal Gravitation pp.230-237 Section 16.3: The Electric Field pp.562-568 Section 17.1: Electric Potential pp.580-587 Section 19.1: Magnets and Magnetic Fields pp.664-668
Cause and Effect Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS3-5) Section 7.2: Newton's Law of Universal Gravitation pp.230-237
HS-PS4 Waves and their Applications in Technologies for Information Transfer
PE HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.][Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS.PS4.A: Wave Properties The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (HS-PS4-1) Section 11.3: Properties of Waves pp.378-384
PE HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS.PS4.A: Wave Properties Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HS-PS4-5) Section 14.3: Optical Phenomena - Why It Matters: Fiber Optics p.502 Section 15.3: Lasers: Why It Matter - Digital Video Players p.536
PE HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]
HS.PS4.A: Wave Properties [From the 3–5 grade band endpoints] Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) (HS-PS4-3) Section 11.4: Wave Interactions pp.385-390 Section 14.1: Refraction pp.482-487
HS.PS4.B: Electromagnetic Radiation Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. (HS-PS4-3) Section 20.4: Electromagnetic Waves pp. 715-721
PE HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS.PS4.B: Electromagnetic Radiation When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. (HS-PS4-4) Section 20.4: Electromagnetic Waves pp.715-721
PE HS-PS4-5
Communicate technical information about how some technological devices use the
principles of wave behavior and wave interactions with matter to transmit and
capture information and energy.* [Clarification
Statement: Examples could include solar cells capturing light and converting it
to electricity; medical imaging; and communications technology.] [Assessment
Boundary: Assessments are limited to qualitative information. Assessments do not
include band theory.]
HS.PS4.A: Wave Properties Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HS-PS4-5) Section 14.3: Optical Phenomena - Why It Matters: Fiber Optics p.502 Section 15.3: Lasers: Why It Matters - Digital Video Players p.536
HS.PS4.B: Electromagnetic Radiation Photoelectric materials emit electrons when they absorb light of a high-enough frequency. (HS-PS4-5) Section 4.1: The Development of a New Atomic Model pp.91-95
HS.PS4.C: Information Technologies and Instrumentation Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5) Section 14.2 Thin Lenses - Why It Matters: Cameras p.498 Chapter 14: Careers In Physics: Optometrist p.506 Chapter 15: Careers in Physics: Laser Surgeon p.538
HS.PS3.D: Energy in Chemical Processes Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy. (secondary to HS-PS4-5) Chapter 21: Why It Matters: Solar Cells p.743
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