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Science and Technology/Engineering > Grade High School > Physics
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Science and Technology/Engineering | Grade : High School

Discipline - Physics

Core Idea - Energy

[HS.PHY.3.1] - Use algebraic expressions and the principle of energy conservation to calculate the change in energy of one component of a system when the change in energy of the other component(s) of the system, as well as the total energy of the system including any energy entering or leaving the system, is known. Identify any transformations from one form of energy to another, including thermal, kinetic, gravitational, magnetic, or electrical energy, in the system. Clarification Statement: Systems should be limited to two or three components and to thermal energy; kinetic energy; or the energies in gravitational, magnetic, or electric fields.

Resources:

Predecessor Standards:

  • 8.EE.A.2
    Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • HS.CHEM.3.4
    Provide evidence from informational text or available data to illustrate that the transfer of energy during a chemical reaction in a closed system involves changes in energy dispersal (enthalpy change) and heat content (entropy change) while assuming the overall energy in the system is conserved. State Assessment Boundary: Calculations involving Gibbs free energy are not expected in state assessment.
  • HS.PHY.1.8
    Develop a model to illustrate the energy released or absorbed during the processes of fission, fusion, and radioactive decay. Clarification Statements: Examples of models include simple qualitative models, such as pictures or diagrams. Types of radioactive decay include alpha, beta, and gamma. State Assessment Boundary: Quantitative calculations of energy released or absorbed are not expected in state assessment.
  • HS.PHY.3.2
    Develop and use a model to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles and objects or energy stored in fields. Clarification Statements: Examples of phenomena at the macroscopic scale could include evaporation and condensation, the conversion of kinetic energy to thermal energy, the gravitational potential energy stored due to position of an object above the earth, and the stored energy (electrical potential) of a charged object’s position within an electrical field. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
  • HS.PHY.3.3
    Design and evaluate a device that works within given constraints to convert one form of energy into another form of energy.* Clarification Statements: 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. State Assessment Boundary: Quantitative evaluations will be limited to total output for a given input in state assessment.
  • HS.PHY.3.4
    Provide evidence that when two objects of different temperature are in thermal contact within a closed system, the transfer of thermal energy from higher-temperature objects to lower-temperature objects results in thermal equilibrium, or a more uniform energy distribution among the objects and that temperature changes necessary to achieve thermal equilibrium depend on the specific heat values of the two substances. Clarification Statement: Energy changes should be described both quantitatively in a single phase (Q = mcΔT) and conceptually either in a single phase or during a phase change.