American Prep International School Third Grade Science Curriculum Essentials Document

Third Grade
Science
Curriculum Essentials

Third Grade Science Curriculum Essentials August 2017

American Prep International School Third Grade Science Curriculum Essentials Document

American Prep International School Science Background

Content and Goals scientific ideas, as well as an

Since the publications of the National Science Education understanding of how scientists
Standards by the National Research Council in 1996, the study the natural world.
teaching of science in grades K‐12 has undergone a
gradual revolution. Instead of presenting science as a The following points serve to clarify the vision of what
collection of isolated facts, teachers strive to help each inquiry means in APIS.
student develop the ability to conduct scientific inquiry, • Inquiry involves five essential features. Students
a strong understanding of scientific concepts and how engaged in scientific inquiry should ask or
they are connected, and an understanding of the nature • respond to scientifically oriented questions, give
and history of science. In 2007, the Colorado Department priority to evidence, formulate explanations based
of Education published the most recent version of the on evidence, connect explanations to
Colorado Model Content Standards for Science and scientific knowledge, and communicate and
Colorado Assessment Frameworks for Science (see justify explanations (Inquiry and the National Science
appendix). Education Standards).
• Inquiry‐based science instruction involves a
This revision of the American Prep International continuum of learning experiences from
School Science Curriculum had three key goals: teacher‐led to learner self‐directed activities,
• Clearly articulate what every student should know, including but not limited to hands‐on labs. Hence,
understand, and be able to do with both a structured assignment involving reading and
regards to science at every grade level written reflection and an open‐ended, hands‐on
• Align with the revised Colorado Standards and investigation could be considered inquiry as long as
Frameworks they involve the five essential features identified
• Reduce the breadth of science content at each grade above.
level so that concepts can be explored in greater • The ultimate goals of inquiry‐based instruction are to
depth. engage learners, develop their conceptual
understanding of the natural world around them,
and to overcome misconceptions in science.
Scientific Inquiry • Inquiry‐based activities should balance students’
A central focus of the revised APIS science curriculum is application of content knowledge, creativity, and
scientific inquiry. The following definition from the critical thinking in order to analyze data, solve a
National Science Education Standards serves as the basis problem, or address a unique question.
for our common understanding of how scientific inquiry
is defined.
Literature Cited
National Research Council. 1996. National Science
Scientific inquiry refers to the Education Standards. Washington, DC: National Academy
diverse ways in which scientists Press.
study the natural world and National Research Council. 2000. Inquiry and the National
propose explanations based on the Science Education Standards. Washington, DC: National
evidence derived from their work. Academy Press.
Inquiry also refers to the activities
of students in which they develop
knowledge and understanding of

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American Prep International School Science Content Standards

Science Standard 1

Students apply the processes of scientific

investigation and design, safely conduct,
communicate about and evaluate such
investigations.

Science Standard 2

Students know and understand common properties,

forms, and changes in matter and energy.

Science Standard 3 Science Standard 4

Students know and understand the characteristics Students know and understand the processes and
and structure of living things, the processes of life, interactions of Earth’s systems and the structure and
and how living things interact with each other and dynamics of Earth and other objects in space.
their environment.

Science Standard 5

Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.

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Science Overarching Enduring Understandings and Essential Questions

Overarching Enduring Understandings Overarching Essential Questions

• Science involves a particular way of knowing that • How is science different from other disciplines in the
includes relying on empirical evidence, logical way it approaches questions?
arguments, skepticism, and peer review. Scientific
ideas are revised over time as new evidence
becomes available.

• Benefits and costs of scientific research and • How have science and technology affected the
technological innovation include consequences that quality of life?
are long‐term as well as short‐term, and indirect as
well as direct.

• Scientific inquiry involves asking scientifically‐ • How do people use the process of science to
oriented questions, collecting evidence, forming investigate questions about the natural world?
explanations, connecting explanations to scientific
knowledge and theory, and communicating and
justifying explanations.

• Matter has properties related to its structure that • What is matter?

can be measured and used to identify, classify and
describe substances or objects.

• Energy occurs in different forms and is necessary to • What is energy?

do work or to cause change. • How does energy interact with matter to cause
change and do work?

• All organisms share similar characteristics and basic • How are all living the same, and how are they
needs, but they also have differences that allow different?
people to identify, describe and classify them.

• The Earth System is composed of and part of a • How do Earth’s systems interact?
multitude of systems, which cycle and interact
resulting in dynamic equilibrium.

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American Prep International School Science

Content Standards and Third Grade Essential Learnings

Science Standard 1: Students apply the processes of Science Standard 2: Students know and understand
scientific investigation and design, safely conduct, common properties, forms, and changes in matter and
communicate about and evaluate such investigations. energy.

To meet this standard, a Third Grade student: To meet this standard, a Third Grade student:
√ Designs, plans, and conducts a variety of simple √ Explains that matter has mass, takes up space and is
investigations that include testable questions, made up of parts that are too small to be seen.
predictions, and logical conclusions that link √ Describes the different types and sources of energy.
explanations and evidence.
√ Measures and records data accurately using metric
units and appropriate tools and technology.
√ Follows classroom and safety procedures when
conducting scientific investigations.
√ Uses reading and writing skills to inquire, think
critically, and applies scientific concepts to new
situations.

Science Standard 3: Students know and understand the Science Standard 4: Students know and understand the
characteristics and structure of living things, the processes and interactions of Earth’s systems and the
processes of life, and how living things interact with structure and dynamics of Earth and other objects in
each other and their environment. space.

To meet this standard, a Third Grade student: To meet this standard, a Third Grade student:
√ Explains that humans, like all (multi‐cellular) √ Explains how fossils provide evidence of past life.
organisms, are made up of a variety of body systems
that perform specific functions.

Science Standard 5: Students understand that the nature of science involves a particular way of building knowledge
and making meaning of the natural world.

To meet this standard, a Third Grade student:

√ Explains why it is important to repeat scientific investigations.
√ Explains how models are used to represent events and objects.

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APIS Third Grade Measures accurately

Science Overview using metric units Designs, plans and
conducts investigations
Course Description Records data and report findings

In third grade science, students Safety

will be practicing scientific skills Matter and Third Grade
such as measuring using metric energy Science
units, writing questions and
predictions, and developing logical Fossils
conclusions. Students will write
about investigations in science Models and repeating
investigations Human body systems
notebooks. Science content in
third grade will include matter and
energy, human body systems,
fossils, and the nature of science.
Assessment
√ FOSS Benchmark Assessments and I‐checks
Effective Components of a √ Science Notebooks
√ Teacher‐created performance tasks
Third Grade Science Program
Provides 45 minutes of science
instruction on five out of every ten
instructional days. Essential Questions Technology
Provides students with multiple • How do people use the process of Integration & Information
opportunities to learn and timely science to investigate questions about
feedback to help students know
Literacy
the natural world?
Use technology and electronic
what they need to improve upon • What constitutes evidence?
information in a careful and ethical
Draws out and actively engages the • How can people make scientific manner.
preexisting understandings about investigations as safe as possible for Uses digital devices to collect and/or
the natural world that students themselves and for other living things? analyze data.
bring with them • What is matter, and what is it made of? Formulate questions about a single
Provides opportunities for students • What is energy, and what different topic.
to learn scientific concepts through forms can it take? Predicts outcomes.
authentic inquiry that engages their • How do organs in the human body Creates a labeled diagram that
observation, imagination and work together to perform specific supports information being shared.
reasoning functions? Organizes and reports information in
Assists students in developing • How is the structure of a body part a variety of complex ways including
metacognitive skills within the related to its function? tables, graphs, charts, reports.
context of learning about science
• What are fossils, how do they form, Identifies various information
Integrates writing, reading, and
and what can they tell us about past sources (people, materials,
mathematics with inquiry‐based
life? equipment).
science
• Why do people repeat scientific Presents information in a variety of
Provides a safe, equitable and
investigations? formats including written
engaging learning environment for
• How do people use models in science? paragraphs, posters, illustrations,
all students
etc.

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 1
Students apply the processes of scientific investigation and design, safely conduct, communicate about and
evaluate such investigations.

Enduring Understanding Essential Question

Scientific inquiry involves asking scientifically‐ How do people use the process of science to
oriented questions, collecting evidence, investigate questions about the natural world?
forming explanations, connecting explanations What constitutes evidence?
to scientific knowledge and theory, and How can people make scientific investigations as
communicating and justifying explanations. safe as possible for themselves and for other
living things?

Essential Learnings

Designs, plans, and conducts a variety of simple investigations that include

3S1 testable questions, predictions, and logical conclusions that link explanations
and evidence
a Formulates a testable question related to a scientific investigation
b Formulates and writes a reasonable prediction related to a testable question
Essential Knowledge, Skills, Topics,
Processes, and Concepts

Develops and communicates logical conclusions (orally and in writing) that link
c
explanations to evidence (data)
Measures and records data accurately using metric units and appropriate tools
3S2
and technology
Gathers data in an organized fashion using appropriate tools and methods (for
a
example: thermometer, metric ruler, balance, digital devices)
Uses metric units (meter, liter, gram, degree Celsius) to accurately measure length,
b
volume, mass, and temperature
c Completes graphs, tables, and charts to display data
d Makes and records systematic observations using metric units
Continued on next page

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 1 (continued)

Students apply the processes of scientific investigation and design, safely conduct, communicate about and
evaluate such investigations.

Follows classroom and safety procedures when conducting scientific

3S3
investigations
a Follows directions from the teacher regarding lab and safety procedures
Essential Knowledge, Skills, Topics,

b Uses responsible behavior and humane procedures when handling live organisms
Processes, and Concepts

c Demonstrates proper care for equipment and facilities

Uses reading and writing skills to inquire, think critically, and applies scientific
3S4
concepts to new situations
Infers meaning in science texts using background experiences, knowledge, and
a context clues

Writes entries in a science notebook that include questions, predictions, plans that
b correctly sequence events, data, conclusions that link claims and evidence, and
reflections
c Reflects on own work as a scientist

Key Academic Vocabulary: capacity, Celsius, centimeter, conclusion, data, evidence, explanation,
gram, kilogram, length, liter, mass, meter, metric, milliliter, millimeter, observation, prediction, record,
temperature, testable, unit, volume

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 2
Students know and understand common properties, forms, and changes in matter and energy.

Enduring Understanding Essential Question

Matter has mass and takes up space. What is matter, and what is it made of?

Essential Learnings

Explains that matter has mass, takes up space and is made up of parts that are
3S5
Essential Knowledge, Skills, Topics,

too small to be seen

Processes, and Concepts

a Explains that all matter takes up space and has mass

b Explains that all matter is made of particles, which are too small to be seen

c Knows that the particles that make up matter are called “atoms”

d Identifies the state (solid, liquid or gas) of a sample of matter in an open container

Continued on next page

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 2 (continued)

Students know and understand common properties, forms, and changes in matter and energy.

Enduring Understanding Essential Question

Energy can occur in different forms (light, heat, What is energy, and what different forms can it
mechanical, electrical, chemical, etc.), and it is take?
necessary to cause change or do work.

Essential Learnings (continued)

Topics, Processes, and Concepts

3S6 Describes the different types and sources of energy

Essential Knowledge, Skills,

Explains that energy is necessary to cause a change (like melting a solid) or to do

a
work
Identifies various types of energy and common sources of these types of energy
b (light, heat, sound)

Key Academic Vocabulary: atom, energy, heat, light, mass, matter, particle, sound, space, work

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 3
Students know and understand the characteristics and structure of living things, the processes of life, and
how living things interact with each other and their environment.

Enduring Understanding Essential Questions

All organisms are made up of structures that How do organs in the human body work
perform specific functions. together to perform specific functions?
How is the structure of a body part related to its
function?

Essential Learnings

Explains that humans, like all (multi‐cellular) organisms, are made up of a

3S7
variety of body systems that perform specific functions
Essential Knowledge, Skills, Topics,

Names the major human body systems and their main functions (digestive,
a
Processes, and Concepts

respiratory, circulatory, skeletal, muscular, nervous)

Identifies the major organs of the human body (heart, lungs, stomach, intestines,
b
brain, liver, skin, kidneys)
c Explains that bones have three main functions (support, protection, movement)
d Explains that the shape of the bone is related to its function
e Describes how joints, bones, and muscles work together
f Explains that the main function of muscles is to provide movement

Key Academic Vocabulary: body system, brain, circulatory, digestive, function, heart, intestines, joint,
kidneys, liver, locomotion, lungs, movement, muscular, nervous, organ, protection, respiratory,
skeletal, skin, stomach, support

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 4
Students know and understand the processes and interactions of Earth’s systems and the structure and
dynamics of Earth and other objects in space.

Enduring Understanding Essential Question

The Earth is billions of years old. Fossils What are fossils, how do they form, and what
provide evidence that life existed at least 3.5 can they tell us about past life?
billion years ago, and that living things have
changed over time.

Essential Learnings

3S8 Explains how fossils provide evidence of past life

Essential Knowledge, Skills, Topics,
Processes, and Concepts

Describes evidence that shows life has changed over time

a

Describes how fossil evidence reveals environmental characteristics and changes over
b
time
Predicts and infers how fossils are formed from previously living organisms
c

Key Academic Vocabulary: change over time, fossil

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.

Enduring Understanding Essential Question

Because we expect science investigations that Why do people repeat scientific investigations?
are done the same way to produce the same
results, when they do not, it is important to try
to figure out why. Sometimes similar
investigations give different results because of
differences in the things being investigated, the
methods used, or the circumstances in which
the investigation is carried out, and sometimes
just because of uncertainties in observations.
It is not always easy to tell which.

Essential Learnings

3S9 Explains why it is important to repeat scientific investigations

Essential Knowledge, Skills, Topics,
Processes, and Concepts

a Predicts the results of experiments when they are repeated

b Recognizes that the results of an experiment should be verified through repetition

Using given data, predicts how a similar event will affect a physical property of a
c similar object

d Distinguishes actual observations from opinion and speculations

Continued on next page

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Science Standard 5 (continued)

Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.

Enduring Understanding Essential Question

A model of something is similar to, but not How do people use models in science?
exactly like, the thing being modeled. Some
models are physically similar to what they are
representing, but others are not in the things
being investigated, the methods used, or the
circumstances in which the investigation is
carried out, and sometimes just because of
uncertainties in observations. It is not always
easy to tell which.

Essential Learnings (continued)

3S10 Explains how models are used to represent events and objects
Essential Knowledge, Skills, Topics,
Processes, and Concepts

Identifies that basic models are used to understand scientific processes and/or
a objects that may be difficult to study

Creates simple models (for example: model joints) to represent events and/or
b
objects

c Gives examples of models that are used to represent events and/or objects

Key Academic Vocabulary: model, opinion, repeat, verify, represent

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Suggested Timelines

Topic Suggested Timeframe

Scientific Investigations Twenty 45‐minute instructional sessions

FOSS Measurement sequenced over 4‐8 weeks and embedded
Investigations 1 ‐ 4 throughout the other units
Human body systems Twenty 45‐minute instructional sessions
FOSS Human Body sequenced over 4‐8 weeks
Investigations 1, 2 (part 1), and 3
Reading lessons using the Lerner Early Bird
Human Body Systems readers
(will be packaged with kit)
Matter and energy Twenty 45‐minute instructional sessions
FOSS Matter and Energy sequenced over 4‐8 weeks
Fossils Twenty 45‐minute instructional sessions
CU Museum Fossil kit sequenced over 4‐8 weeks

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Science Scope & Sequence K‐5

Standard K 1 2 3 4 5

Scientific Observation, Observation, Observation, Designing Designing Fair test,

Investigations simple simple simple investigations, investigations, identifying
questions and questions and questions and measurement, organizing and and
predictions, predictions, predictions, explanations, representing controlling
safety recording data, recording data, safety data, variables,
safety explanations, measurement, organizing
and safety explanations, and
safety representing
data,
explanations,
safety
Physical Science Properties of Balance and States of Matter and Magnetism Changes in
objects motion matter Energy and electricity matter,
Force and
motion
Life Science Characteristics of Structures and Structures and Human body Structure, Ecosystems
living things
life cycles of life cycles of systems function, and
plants insects energy in
organisms
Earth and Space Seasons Sorting and Air and Fossils Water Landforms
Science comparing weather Solar system Earth’s
Earth’s resources
materials

Nature of Science N/A N/A N/A Repeating Repeating Repeating

investigations investigations investigations
and models and models and models

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Science Scope & Sequence 6‐12

Standard 6 7 8 Physical Biology

Science
Scientific Design and Design and Design and Ask questions and Ask questions and
Investigations conduct conduct conduct state hypotheses state hypotheses
investigations investigations investigations Design and Design and conduct
Use tools and Use tools and Use tools and conduct investigations
technology technology technology investigations Safely use tools and
Organize and use Organize and use Organize and use Safely use tools technology
data data data and technology Evaluate error and
Communicate Communicate Communicate Evaluate error uncertainty
results results results and uncertainty Communicate and
Safety Safety Safety Communicate evaluate results
and evaluate Alternative
results explanations and
models
Standards 2‐4 Physical Science Life Science Earth and Space Physical Science Life Science
• Physical Particulate model Characteristics of Science Kinetic‐molecular Physical and
Science of matter organisms Water cycle model of matter biochemical
• Life Science Atoms Human body Bodies of water Atomic structure characteristics of
• Earth and Mixtures and Transport within Processes that and the periodic living things
Space Science solutions multi‐cellular shape Earth’s table Cell structure,
Compounds and organisms surface Chemical bonding function and
molecules Photosynthesis Atmosphere and reactions differentiation
Conservation of and respiration structure and Separating Homeostasis and
matter Interactions function complex mixtures cellular transport
Mass and weight within Fossils Conservation of Molecular basis of
Energy sources ecosystems Atmosphere matter and heredity
Energy Matter and circulation energy Evolution
transformations energy in Minerals, rocks, Energy Photosynthesis and
Force and motion ecosystems and soils transformations cellular respiration
Electrical circuits Cells Weather and Waves Interactions within
Light waves Evolution climate Force and motion ecosytems
Genetics Plate tectonics Electricity and
Solar System magnetism
Sun, Earth, Moon
Galaxies and
space exploration
Nature of Science Repeatability Repeatability Repeatability Technology and Technology and
Models Models Models impacts impacts
Technology and Technology and Technology and Scientific Scientific hypotheses,
impacts impacts impacts hypotheses, theories and laws
Science as a Science as a Science as a theories and laws Science as a human
human endeavor human endeavor human endeavor endeavor

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Science Glossary of Terms

Atom the smallest particle of a chemical element, consisting of a positively charged nucleus
surrounded by negatively charged electrons
Body system a group of organs or structures within the body that work together to perform one or
more specific functions
Brain the portion of the vertebrate central nervous system that is enclosed within the cranium,
continuous with the spinal cord, and composed of gray matter and white matter. It is the
primary center for the regulation and control of bodily activities, receiving and
interpreting sensory impulses, and transmitting information to the muscles and body
organs. It is also the seat of consciousness, thought, memory, and emotion
Capacity the maximum amount that can be contained
Celsius of or relating to a temperature scale that registers the freezing point of water as 0° and
the boiling point as 100° under normal atmospheric pressure
Centimeter metric unit of length equal to 1/100 of a meter
Change transform or become different
Circulatory system the body system that circulates blood through the body, consisting of the heart and
blood vessels
Conclusion a judgment or decision reached by reasoning

Data factual information (as measurements or statistics) used as a basis for reasoning,
discussion, or calculation
Digestive system body system consisting of the alimentary canal and digestive glands and responsible for
the ingestion, digestion, and absorption of food

Energy the capacity of a physical system to do work

Evidence information acquired through objective experience

Explanation a statement based on scientific evidence and logical argument about causes and effects
or relationships between variables
Fossil a remnant or trace of an organism of a past geologic age, such as a skeleton or leaf
imprint, embedded and preserved in the earth's crust
Function the role or purpose of a structure
Gas the state of matter distinguished from the solid and liquid states by relatively low density
and viscosity, relatively great expansion and contraction with changes in pressure and
temperature, the ability to diffuse readily, and the spontaneous tendency to become
distributed uniformly throughout any container

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Science Glossary of Terms

Gram the basic unit of mass in the metric system

Heart the chambered muscular organ in vertebrates that pumps blood received from the veins
into the arteries, thereby maintaining the flow of blood through the entire circulatory
system
Heat a form of energy associated with the motion of atoms or molecules and capable of being
transmitted through solid and fluid media by conduction through fluid media by
convection, and through empty space by radiation
Intestines the portion of the alimentary canal extending from the stomach to the anus and, in
humans and other mammals, consisting of two segments, the small intestine and the
large intestine
Investigation a detailed inquiry or systematic examination

Joint a place where two bones come together

Kidneys pair of organs in the dorsal region of the vertebrate abdominal cavity, functioning to
maintain proper water and electrolyte balance, regulate acid‐base concentration, and
filter the blood of metabolic wastes, which are then excreted as urine
Kilogram metric unit equaling 1000 grams

Length the distance of something from end to end, usually the longest dimension

Light electromagnetic radiation that can produce a visual sensation

Liter basic unit of fluid volume in the metric system

Liver a large, reddish‐brown, glandular vertebrate organ located in the upper right portion of
the abdominal cavity that secretes bile and is active in the formation of certain blood
proteins and in the metabolism of carbohydrates, fats, and proteins
Locomotion movement

Lungs the two spongy, saclike respiratory organs in most vertebrates, occupying the chest
cavity together with the heart and functioning to remove carbon dioxide from the blood
and provide it with oxygen
Mass the quantity of matter which a body contains, as measured by its acceleration under a
given force or by the force exerted on it by a gravitational field

Matter physical substance or material in general, that which occupies space and possesses mass

Measure to ascertain the dimensions, quantity, or capacity of

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Science Glossary of Terms

Meter metric unit of length

Metric system of weights and measures based on multiples of ten

Milliliter one one‐thousandth of a liter; 1000 milliliters equal 1 liter

Millimeter one one‐thousandth of a meter; 1000 millimeters equal 1 meter

Model an explanation or representation of an object, system, or process

that cannot be easily studied

Movement the act or an instance of moving; a change in place or position

Muscular system the body system that is composed of skeletal, smooth, and cardiac muscle tissue and
functions in movement of the body or of materials through the body, maintenance of
posture, and heat production
Nervous system the system of cells, tissues, and organs that regulates the body's responses to internal
and external stimuli. In vertebrates it consists of the brain, spinal cord and nerves

Observation the act of making and recording a measurement

Opinion a belief or conclusion held with confidence but not substantiated by positive knowledge
or evidence

Organ structure of the body that performs a particular function

Prediction a statement about what one thinks will happen in an investigation

Protection something that keeps an organism safe

Record to set down for preservation in writing or other permanent form

Respiratory system the organs that are involved in breathing; these include the nose, throat, larynx, trachea,
bronchi, and lungs. Also called the respiratory tract
Science the intellectual and practical activity encompassing the systematic study of the structure
and behavior of the physical and natural world through observation and experiment
Skeleton hard inner framework of bones inside an animal that provides shape, support, and
protection
Skin flexible organ that covers the body and protects it
Sound vibrations transmitted through an elastic solid or a liquid or gas, capable of being
detected by human organs of hearing

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Science Glossary of Terms

Space an empty area (usually bounded in some way between things); the expanse in which the
solar system, stars, and galaxies exist; the universe
State of matter the physical state that matter exists in; solid, liquid or gas
Stomach the enlarged, saclike portion of the alimentary canal, one of the principal organs of
digestion, located in vertebrates between the esophagus and the small intestine
Support to bear the weight of; to hold in position so as to keep from falling, sinking, or slipping

Temperature a measure of the average kinetic energy of the particles in a sample of matter, expressed
in terms of units or degrees designated on a standard scale
Testable able to be tested or investigated by a scientific investigation

Unit a standard amount of a physical quantity, such as length or energy, used to express
magnitudes of that quantity
Verify to determine or test the accuracy of, as by comparison, investigation, or reference

Volume the amount of 3‐dimensional space occupied by an object

Work the transfer of energy from one physical system to another, especially the transfer of
energy to a body by the application of a force that moves the body in the direction of the
force

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