High School (SCI) Physical Science Standards
[PS3] Energy
SCI-HS.PS3.02 Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).
Clarification Statement: Physical Science: Emphasis is on energy associated with the different states of matter.
Chemistry: Emphasis on phenomena relating to the Kinetic Molecular Theory. Possible models include
diagrams, drawings, descriptions, and computer simulations.
Physics: Emphasis on phenomena relating to the Kinetic Molecular Theory. Possible models include
diagrams, drawings, descriptions, and computer simulations. Disciplinary Core Ideas PS3.A: Definitions of Energy
Energy cannot be created or destroyed, but it can
be transferred.
Energy manifests itself in multiple ways, such as in
motion, sound, light, and thermal energy.
Energy can be modeled as a combination of
energy associated with the motion and relative
position of 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.
Student Learning Targets:
Knowledge Targets
I can
Reasoning Targets
I can
Skills (Performance) Targets
I can
Product Targets
I can
Student learning targets are embedded in the proficiency scales.
Proficiency Scale for Quantum Theory (Chemistry)
Score
Description
I can statements
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student:
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 position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields). **See DCI details for PS3-A following this rubric for microscopic scale clarification.)
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 (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other).
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.
-
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
HS-PS3-2
The student will:
Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
Describe how energy results from the motion of particles (objects).
Describe how energy is stored in fields.
HS-PS4-3
The student will:
Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
Describe the wave model of electromagnetic radiation.
Describe the particle model of electromagnetic radiation.
Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.
HS-PS4-4
The student will:
Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
High School (SCI) Physical Science Standards