NY High School Physics Learning Standards
The first administration of the new NYS Regents physics exam, which assesses students on the performance expectations below, is planned for June 2026 (per the NYSED science implementation roadmap).
The performance expectations are listed as they appear on the physics course map for courses that culminate in a physics Regents exam. There are a total of 23 performance expectations on the physics course map.
The performance expectations are listed in the exact order they appear on the physics course map. However, the course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
HS. Structure and Properties of Matter
HS-PS1-8 | Nuclear Processes
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
Clarification statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.
Assessment boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma radioactive decays.
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HS. Forces and Interactions
HS-PS2-1 | Newton's second law of motion
Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical
relationship among the net force on a macroscopic object, its mass, and its acceleration.
Clarification statement: Examples of data could include tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding down a ramp, an object being acted on by friction, a moving object being pulled by a constant force, projectile motion, or an object moving in a circular motion), for objects in equilibrium (Newton’s First Law), or for forces describing the interaction between two objects (Newton’s Third Law).
Assessment boundary: Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.
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HS-PS2-2 | Conservation of momentum
Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system.
Clarification statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.
Assessment boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.
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HS-PS2-3 | Reducing force in collisions device
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Clarification statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.
Assessment boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.
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HS-PS2-4 | Gravitational and electrostatic forces between objects
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict
the gravitational and electrostatic forces between objects.
Clarification statement: Emphasis is on both quantitative and
conceptual descriptions of gravitational and electric fields.
Assessment boundary: Assessment is limited to systems with two objects.
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HS-PS2-5 | Electric curent and magnetic fields
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field
and that a changing magnetic field can produce an electric current.
Assessment boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.
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HS. Energy
HS-PS3-1 | Energy change in components of a system
Create a computational model to calculate the change in the energy of one component in a system when
the change in energy of the other component(s) and energy flows in and out of the system are known.
Clarification statement: Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.
Assessment boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to work, power, thermal energy, kinetic energy, potential energy, electrical energy and/or the energies in gravitational, magnetic, or electric fields.
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HS-PS3-2 | Macroscopic energy of position and motion
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the
relative position of particles (objects).
Clarification statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically- charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
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HS-PS3-3 | Energy conversion device design
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Clarification statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, sound level or light meters, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.
Assessment boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
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HS-PS3-4 | The Second Law of Thermodynamics
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of thermodynamics).
Clarification statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
Assessment boundary: Assessment is limited to investigations based on materials and tools provided to students.
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HS-PS3-5 | Energy change due to interacting fields
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the
forces between objects and the changes in energy of the objects due to the interaction.
Clarification statement: Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.
Assessment boundary: Assessment is limited to systems containing two objects.
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HS-PS3-6 | Ohm's law
Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
Clarification statement: Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.
Assessment boundary: Assessment is limited to direct current (DC) circuits.
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HS. Waves and Electromagnetic Radiation
HS-PS4-1 | Wave properties in various media
Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in
various media.
Clarification statement: Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth, and direction of waves due to reflection and refraction.
Assessment boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.
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HS-PS4-2 | Digital transmission and storage of information
Evaluate questions about the advantages of using a digital transmission and storage of information.
Clarification statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.
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HS-PS4-3 | Wave-particle duality of electromagnetic radiation
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one
model is more useful than the other.
Clarification statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.
Assessment boundary: Assessment of the photoelectric effect is limited to qualitative descriptions.
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HS-PS4-4 | Absorption of electromagnetic radiation
Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.
Clarification statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include scientific journals, trade books, magazines, web resources, videos, and other passages that may reflect bias.
Assessment boundary: Assessment is limited to qualitative descriptions.
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HS-PS4-5 | Waves and information technology
Communicate technical information about how some technological devices use the principles of wave
behavior and wave interactions with matter to transmit and capture information and energy.
Clarification statement: Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications technology.
Assessment boundary: Assessments are limited to qualitative information. Assessments do not include band theory.
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HS-PS4-6 | Lenses and mirrors
Use mathematical models to determine relationships among the size and location of images, size and
location of objects, and focal lengths of lenses and mirrors.
Clarification statement: Emphasis should be on analyzing ray diagrams to determine image size and location.
Assessment boundary: Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.
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HS. Space Systems
HS-ESS1-2 | The Big Bang Theory
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the universe.
Clarification statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).
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HS. Engineering Design
HS-ETS1-1
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS-ETS1-4
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.