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Empower your students with a comprehensive physical science exploration through our Choice Board Bundle! Unleash their scientific curiosity as they delve into various topics, including matter and its interactions, motion and stability, energy, and waves. This versatile bundle offers in-class activit

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Explore the dynamics of potential energy with our MS-PS3-2: Energy Choice Board! Develop a comprehensive model describing how changes in the arrangement of objects interacting at a distance lead to varying amounts of potential energy stored within the system. This interactive choice board offers ver...

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PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

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PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

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Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.

Assessment is limited to two objects and electric, magnetic, and gravitational interactions.

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Students who demonstrate understanding can:

MS-PS3-2.

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate's hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [ Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.
Disciplinary Core Ideas

Crosscutting Concepts

Systems and System Models

Models can be used to represent systems and their interactions - such as inputs, processes, and outputs - and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

Students who demonstrate understanding can:

MS-PS3-2.

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate's hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [ Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.
Disciplinary Core Ideas

Crosscutting Concepts

Systems and System Models

Models can be used to represent systems and their interactions - such as inputs, processes, and outputs - and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

Students who demonstrate understanding can:

MS-PS3-2.

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate's hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [ Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.
Disciplinary Core Ideas

Crosscutting Concepts

Systems and System Models

Models can be used to represent systems and their interactions - such as inputs, processes, and outputs - and energy and matter flows within systems.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

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Students who demonstrate understanding can: MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy.