HS-PS1-3
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
Clarification statement: Emphasis is on understanding the strengths of forces between particles in solids, liquids, and gases, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and network solids. Examples of bulk scale properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.]
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-3.
Assessment
What assessment of HS-PS1-3 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-PS1-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Planning and carrying out investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Structure and properties of matter: The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
Types of interactions: Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Connections to Other Standards
HS-PS1-3 connections to ELA, math, and other science standards as outlined by the NYS Education Department:
Science
HS.ESS2.C: The Roles of Water in Earth’s Surface Processes
ELA/Literacy
11-12.RST. 1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
9-10.WHST.2: Write informative/explanatory text focused on discipline-specific content.
11-12.WHST.2: Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the respective discipline.
9-12.WHST.5: Draw evidence from informational texts to support analysis, reflection, and research.
11-12.WHST.6: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience as well as by applying discipline-specific criteria used in the social sciences or sciences; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Math
AI-N.Q.1: Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in formulas; and iii) choose and interpret the scale and the origin in graphs and data displays.
AI-N.Q.3: Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities.