Free Printable WorksheetScienceGrade 9Science CurriculumNGSS HS-PS3-3, HS-ETS1-3

9.58 Efficiency and Energy Loss Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Physical Science with Earth and Science Science worksheet provides structured practice on 9.58 Efficiency and Energy Loss. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Efficiency and Energy Loss: MCQ focus: interpret efficiency data and identify energy losses to thermal energy, sound, or friction in designed systems. Aligned to NGSS high school Physical Science, Earth and Space Science, and Engineering Design; NRC/DCI; SEP/CCC; CCSS math/literacy connections; selected CA NGSS, NYSSLS, Florida CPALMS, and Texas TEKS references NGSS HS-PS3-3, HS-ETS1-3 - NGSS-aligned Efficiency and Energy Loss: NGSS: HS-PS3-3; HS-ETS1-3; NRC/DCI: PS3.B; ETS1.B; SEP/CCC: Analyzing data / Energy and matter; Common: HSN-Q.A; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.10; TX IPC energy strand.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Physical Science with Earth and Science

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.58 Efficiency and Energy Loss skill assessments:

Problem 1Difficulty: Mastery

Use the final design table: Design A efficiency 76%, sound loss 14 J, temperature rise 10 degrees C; Design B efficiency 80%, sound loss 26 J, temperature rise 8 degrees C; Design C efficiency 78%, sound loss 18 J, temperature rise 6 degrees C. The client wants sound loss below 20 J and the lowest possible temperature rise, while still keeping efficiency above 75%. Which design is best?

ADesign B

BNo design meets the efficiency requirement

CDesign C

DDesign A

Solution & Explanation:Design B fails the sound constraint. Designs A and C both meet sound and efficiency requirements, but C has the lower temperature rise, so it better satisfies the client's criterion.

Problem 2Difficulty: Mastery

A mixer receives 700 J of input energy and is 55% efficient. The main non-useful transfer is thermal energy from friction in the bearings. About how much energy is transferred as non-useful energy?

A385 J

B55 J

C700 J

D315 J

Solution & Explanation:Useful output is 0.55 x 700 J = 385 J. Non-useful transfer is 700 J - 385 J = 315 J, mostly thermal energy from friction.

Problem 3Difficulty: Mastery

Use the vehicle-motor table: Motor A input 900 J, useful motion 540 J, time 3 s; Motor B input 600 J, useful motion 420 J, time 5 s; Motor C input 750 J, useful motion 525 J, time 4 s. Which motor is most efficient, even though it is not the fastest test?

AMotor B only, because it used the least input energy

BMotor B and Motor C are tied at 70% efficiency.

CMotor C only, because it had the largest useful-output fraction

DMotor A only, because it completed the test fastest

Solution & Explanation:Efficiency depends on useful output divided by input: A = 60%, B = 70%, and C = 70%. Speed or total input alone does not determine efficiency.

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Physical Science with Earth and Science Science students. It aligns with educational standard NGSS HS-PS3-3, HS-ETS1-3 (NGSS: HS-PS3-3; HS-ETS1-3; NRC/DCI: PS3.B; ETS1.B; SEP/CCC: Analyzing data / Energy and matter; Common: HSN-Q.A; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.10; TX IPC energy strand.).