Carolina Biological K-8 Curriculum – August 2024
 
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High School

Energy

 

Students who demonstrate understanding can:

Performance Expectations
 

 

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. HS-PS3-1

Clarification Statement and Assessment Boundary

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.

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-PS3-1)

Disciplinary Core Ideas

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)

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)

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1)

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)

The availability of energy limits what can occur in any system. (HS-PS3-1)

Crosscutting Concepts

Systems and System Models

Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (HS-PS3-1)

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS3-1)

Common Core State Standards Connections

ELA/Literacy
  • SL.11-12.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1)
Mathematics
  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-1)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-1)
  • MP.2 - Reason abstractly and quantitatively. (HS-PS3-1)
  • MP.4 - Model with mathematics. (HS-PS3-1)