NY Science Standards Wiki - User contributions [en]

User:Conradrichman

2026-10-03T20:38:33Z

Conrad:

Chemistry Teacher at Brooklyn Technical High School

If you're a frequent visitor of the wiki feel free to [https://www.linkedin.com/in/conrad-richman/ add me on LinkedIn!]

If you have any site issues, recommendations, feedback, etc. send me a message on LinkedIn or email me at conrad@nyssls.info

{{DISPLAYTITLE:Conrad Richman}}

Collaborators

2026-10-03T20:36:31Z

Conrad:

<big>Interested in contributing to the wiki? [[Request account|Request an account.]]</big>

{| class="wikitable" style="width:100%"
|-
| [[User:conradrichman|Conrad Richman]] || Chemistry Teacher || Brooklyn Technical High School
|-
| [[User:Carolineleonard|Caroline Leonard]] || Chemistry Teacher || Brooklyn Technical High School
|-
| Shirley Shameen || Chemistry Teacher || Brooklyn Technical High School
|}

User:Conradrichman

2026-10-03T20:31:45Z

Conrad:

Chemistry Teacher at Brooklyn Technical High School

If you're a frequent visitor of the wiki feel free to [https://www.linkedin.com/in/conrad-richman/ add me on LinkedIn!]

If you have any site issues, recommendations, feedback, etc. do not hesitate to email me at conrad@nyssls.info

{{DISPLAYTITLE:Conrad Richman}}

HS-ETS1-4

2026-09-27T23:44:02Z

Conrad: Vocabulary: add Physics terms

{{learningstandard
| ls = 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.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park|Mount Morris Dam in Letchworth State Park]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park#q4|Question 41]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.
| Level4 = 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.
| Level3 = Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.
| Level2 = Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.
| Level1 = Identify the impact of a given solution to a complex real-world problem.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* computer simulation
* constraint
* criteria
* design solution
* energy
* matter
* system
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* computer simulation
* constraints
* criteria
* design solution
* energy
* engineering
* interaction
* interactions within and between systems
* mathematical model
* physical model
* proposed solutions
* scale (of a model)
* simulation
* solution
* system
</div>

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* matter
* system model
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* computer simulation
* constraints
* criteria
* design solution
* Earth
* model
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|erosion]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|fresh water]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|river]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|sediment]] – Jan 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.
| DCI1 = ETS1.B: Developing Possible Solutions
* Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
| CC1 = Systems and System Models
* Models (e.g., physical, mathematical, computer models) can be used to simulate systems and their interactions – include energy, matter, and information flows – within and between systems at different scales.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-3

2026-09-27T23:44:00Z

Conrad: Vocabulary: add Physics terms

{{learningstandard
| ls = 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.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water|Safe Transport of Drinking Water]]
| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q1|Question 44]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom|How Glow Became Gloom]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]]
| style="background-color:white;" | [[Questions:Balloon Arches#q5|Question 27]]
|-
| style="background-color:white;" | [[Questions:Photosynthetic Pathways|Photosynthetic Pathways]]
| style="background-color:white;" | [[Questions:Photosynthetic Pathways#q4|Question 41]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q5|Question 40]]
|-
| style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q5|Question 5]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Deep-Sea Dilemmas|Deep-Sea Dilemmas]]
| style="background-color:white;" | [[Questions:Deep-Sea Dilemmas#q4|Question 8]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?|Nitrogen: Friend or Foe?]]
| style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?#q4|Question 9]]
|-
| style="background-color:white;" | [[Questions:Polycystic Ovary Syndrome (PCOS)|Polycystic Ovary Syndrome (PCOS)]]
| style="background-color:white;" | [[Questions:Polycystic Ovary Syndrome (PCOS)#q4|Question 18]]
|-
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]]
| style="background-color:white;" | [[Questions:Buzzy Bees#q5|Question 32]]
|-
| style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Space Invader|Space Invader]]
| style="background-color:white;" | [[Questions:Space Invader#q4|Question 9]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]]
| style="background-color:white;" | [[Questions:Ivory and Elephants|Ivory and Elephants]]
| style="background-color:white;" | [[Questions:Ivory and Elephants#q5|Question 19]]
|-
| style="background-color:white;" | [[Questions:The Human Journey from One Cell to 30 Trillion|The Human Journey from One Cell to 30 Trillion]]
| style="background-color:white;" | [[Questions:The Human Journey from One Cell to 30 Trillion#q5|Question 41]]
|-
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction|Driving the Florida Panther to Extinction]]
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction#q4|Question 45]]
|-
| rowspan="3" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline|Salt Marsh Shoreline]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline#q4|Question 25]]
|-
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline|Salt Marsh Shoreline]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline#q6|Question 27]]
|-
| style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs|Keystone Species: Black-Tailed Prairie Dogs]]
| style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|Question 42]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster|Coral Reefs]]
| style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster#q6|Question 6]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q5|Question 32]]
|-
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|Question 46]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q2|Question 20]]
|-
| style="background-color:white;" | [[Questions:New York’s Concrete Industry|New York’s Concrete Industry]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry#q4|Question 31]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q5|Question 37]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q5|Question 40]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.
| Level4 = Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
| Level3 = Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.
| Level2 = Describe a solution to a complex real-world problem based on given criteria and constraints.
| Level1 = Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* evidence
* reliability
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Safe Transport of Drinking Water#q1|alloy]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|corrosion]] – Aug 2026
* [[Questions:Photosynthetic Pathways#q4|crystal]] – June 2026
* [[Questions:Safe Transport of Drinking Water#q1|element]] – Aug 2026
* [[Questions:How Glow Became Gloom#q5|energy]] – June 2026
* [[Questions:Safe Transport of Drinking Water#q1|heat]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|ion]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|long-chained molecule]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|malleability]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|mixture]] – Aug 2026
* [[Questions:How Glow Became Gloom#q5|particle]] – June 2026
* [[Questions:Balloon Arches#q5|substance]] – June 2026
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* aesthetics
* complex real-world problem
* constraints
* cost
* costs and benefits
* criteria
* engineering
* evidence
* new technologies
* prioritized criteria
* reliability
* safety
* social, cultural, and environmental impacts
* solution
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Sampler Automotive Optics#q5|disadvantages]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q5|ejected material]] – June 2026
* [[Questions:Sampler Automotive Optics#q5|image]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q5|input variables]] – June 2026
* [[Questions:Sampler Automotive Optics#q5|mirror]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q5|object]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q5|rebound]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q5|simulation]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q5|star]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q5|supernova]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q5|variable]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q5|velocity]] – June 2026
</div>

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* environmental impacts
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Nitrogen: Friend or Foe?#q4|algae]] – June 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|animal model]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|aquatic]] – June 2025
* [[Questions:Ivory and Elephants#q5|biodiversity]] – Aug 2025, [[Questions:Coral Reefs Sample Cluster#q6|Sample 2024]]
* [[Questions:Driving the Florida Panther to Extinction#q4|breeding]] – Aug 2025
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|burrow]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|carbon]] – June 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|cardiac muscle]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|cell]] – Aug 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|claim]] – Aug 2025, [[Questions:Coral Reefs Sample Cluster#q6|Sample 2024]]
* [[Questions:Buzzy Bees#q5|colony]] – June 2026
* [[Questions:Buzzy Bees#q5|competition]] – June 2026
* [[Questions:Salt Marsh Shoreline#q4|complex interactions]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|coral reef]] – Sample 2024
* [[Questions:Buzzy Bees#q5|disease]] – June 2026, [[Questions:The Human Journey from One Cell to 30 Trillion#q5|Aug 2025]], [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025]]
* [[Questions:Deep-Sea Dilemmas#q4|ecosystem]] – Aug 2026, [[Questions:Ivory and Elephants#q5|Aug 2025]], [[Questions:Salt Marsh Shoreline#q4|June 2025]]
* [[Questions:Driving the Florida Panther to Extinction#q4|ecosystem stability]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|embryo]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|erosion]] – June 2025
* [[Questions:Space Invader#q4|fishing]] – Jan 2026, [[Questions:Salt Marsh Shoreline#q6|June 2025]]
* [[Questions:Salt Marsh Shoreline#q4|flood]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|fluctuation]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|food web]] – Sample 2024
* [[Questions:Ivory and Elephants#q5|habitat]] – Aug 2025, [[Questions:Salt Marsh Shoreline#q4|June 2025]]
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|heart]] – Aug 2025
* [[Questions:Space Invader#q4|herbicide]] – Jan 2026
* [[Questions:Nitrogen: Friend or Foe?#q4|human activity]] – June 2026
* [[Questions:Ivory and Elephants#q5|hunting]] – Aug 2025
* [[Questions:Deep-Sea Dilemmas#q4|hydrothermal vent]] – Aug 2026
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|infection]] – June 2025
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|insecticide]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|invasive species]] – Sample 2024
* [[Questions:Ivory and Elephants#q5|land use]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|migration]] – June 2025
* [[Questions:Deep-Sea Dilemmas#q4|mineral]] – Aug 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|model organism]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|muscle]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|muscle cell]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|nerve]] – Aug 2025
* [[Questions:Nitrogen: Friend or Foe?#q4|nitrogen]] – June 2026
* [[Questions:Nitrogen: Friend or Foe?#q4|non-native species]] – June 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|organ]] – Aug 2025
* [[Questions:Buzzy Bees#q5|pesticide]] – June 2026
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|plague (Sylvatic Plague)]] – June 2025
* [[Questions:Ivory and Elephants#q5|poaching]] – Aug 2025
* [[Questions:Buzzy Bees#q5|pollination]] – June 2026
* [[Questions:Deep-Sea Dilemmas#q4|population]] – Aug 2026, [[Questions:Nitrogen: Friend or Foe?#q4|June 2026]], [[Questions:Space Invader#q4|Jan 2026]], [[Questions:Ivory and Elephants#q5|Aug 2025]], [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025]]
* [[Questions:Ivory and Elephants#q5|range (of a population)]] – Aug 2025
* [[Questions:Ivory and Elephants#q5|resources]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|restoration]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|root]] – June 2025
* [[Questions:Nitrogen: Friend or Foe?#q4|runoff]] – June 2026
* [[Questions:Salt Marsh Shoreline#q4|salt marsh]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|soil]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|species]] – June 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|survival]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|terrestrial]] – June 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|tissue]] – Aug 2025
* [[Questions:Coral Reefs Sample Cluster#q6|transplanting]] – Sample 2024
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|vaccination]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|wetland]] – June 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|wildlife corridor (wildlife bridge)]] – Aug 2025
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* cost, safety, reliability, and aesthetics
* costs and benefits
* criteria
* Earth
* new technologies
* prioritized criteria
* social, cultural, and environmental impacts
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|atmosphere]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|biodiversity]] – Aug 2026, [[Questions:Ghost Forests#q5|June 2025]]
* [[Questions:Ghost Forests#q5|breakwaters]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|carbon dioxide]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|climate change]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|condensation]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|condensation nuclei]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|dams]] – Aug 2026, [[Questions:New York’s Concrete Industry#q4|June 2026]]
* [[Questions:New York’s Concrete Industry#q4|density]] – June 2026
* [[Questions:Ghost Forests#q5|dunes]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|Earth’s surface]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|energy flow]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|evaporation]] – Aug 2026
* [[Questions:Ghost Forests#q5|ghost forest]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|greenhouse gases]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|ice]] – June 2026
* [[Questions:The Aral Sea Region#q5|irrigation]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|marine cloud brightening (MCB)]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|model]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|ocean]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|porosity]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|precipitation]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|properties of water]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|radiation]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|river]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|runoff]] – June 2026
* [[Questions:Ghost Forests#q5|sand fencing]] – June 2025
* [[Questions:The Aral Sea Region#q5|sea level]] – Aug 2026
* [[Questions:Ghost Forests#q5|seawall]] – June 2025
* [[Questions:The Aral Sea Region#q5|sediment]] – Aug 2026, [[Questions:New York’s Concrete Industry#q4|June 2026]]
* [[Questions:Ghost Forests#q5|soil]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|solar radiation]] – Aug 2026, [[Questions:Bennu#q5|Jan 2026]]
* [[Questions:The Aral Sea Region#q5|streamflow]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|surface temperature]] – June 2026
* [[Questions:The Aral Sea Region#q5|water quality]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|weather patterns]] – Aug 2026
* [[Questions:Ghost Forests#q5|wetlands]] – June 2025
* [[Questions:Ghost Forests#q5|wind erosion]] – June 2025
* [[Questions:Bennu#q5|Yarkovsky Effect]] – Jan 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
| DCI1 = ETS1.B: Developing Possible Solutions
* When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
| CC1 = ''Connections to Engineering, Technology, and Applications of Science:'' Influence of Science, Engineering, and Technology on Society and the Natural World
* New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-2

2026-09-27T23:43:59Z

Conrad: Vocabulary: add Physics terms

{{learningstandard
| ls = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q3|Question 12]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
| style="background-color:white;" | [[Questions:Urban Heat Islands#q4|Question 22]]
|-
| style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]]
| style="background-color:white;" | [[Questions:Indoor Air Pollution#q1|Question 46]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q1|Question 15]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]]
| style="background-color:white;" | [[Questions:Invasive Mussels#q5|Question 39]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
| style="background-color:white;" | [[Questions:Two Kinds of Twins#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats|Honeybee Behavior and Threats]]
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q1|Question 28]]
|-
| style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
| style="background-color:white;" | [[Questions:Nature or Nurture?#q6|Question 48]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q5|Question 45]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.
| Level4 = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
| Level3 = Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
| Level2 = Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
| Level1 = Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* evidence
* optimize
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Indoor Air Pollution#q1|alpha particle]] – June 2026
* [[Questions:Indoor Air Pollution#q1|energy]] – June 2026
* [[Questions:Indoor Air Pollution#q1|evaporation]] – June 2026
* [[Questions:Indoor Air Pollution#q1|gas]] – June 2026
* [[Questions:Indoor Air Pollution#q1|liquid]] – June 2026
* [[Questions:Indoor Air Pollution#q1|radioactive]] – June 2026
* [[Questions:Indoor Air Pollution#q1|solid]] – June 2026
* [[Questions:Indoor Air Pollution#q1|sublimation]] – June 2026
* [[Questions:Indoor Air Pollution#q1|temperature]] – June 2026
* [[Questions:The Great American Solar Eclipse#q3|transmittance]] – Aug 2026
* [[Questions:The Great American Solar Eclipse#q3|visible light]] – Aug 2026
* [[Questions:Indoor Air Pollution#q1|volatile organic compound (VOC)]] – June 2026
* [[Questions:Indoor Air Pollution#q1|volatility]] – June 2026
* [[Questions:The Great American Solar Eclipse#q3|wavelength]] – Aug 2026
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* criteria
* design solution
* engineering
* evidence
* prioritized criteria
* solution
* sub-problems
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Motorcycle Helmets#q1|engineering design solution]] – June 2026
* [[Questions:Motorcycle Helmets#q1|force]] – June 2026
* [[Questions:Motorcycle Helmets#q1|impact]] – June 2026
* [[Questions:Motorcycle Helmets#q1|impact force]] – June 2026
* [[Questions:Motorcycle Helmets#q1|safety equipment]] – June 2026
* [[Questions:Motorcycle Helmets#q1|speed]] – June 2026
* [[Questions:Motorcycle Helmets#q1|time interval]] – June 2026
</div>

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Two Kinds of Twins#q5|amino acid sequence]] – Jan 2026
* [[Questions:Invasive Mussels#q5|aquatic]] – Aug 2026
* [[Questions:Honeybee Behavior and Threats#q1|behavior]] – Jan 2026
* [[Questions:Nature or Nurture?#q6|body cell]] – June 2025
* [[Questions:Nature or Nurture?#q6|cell]] – June 2025
* [[Questions:Invasive Mussels#q5|compound]] – Aug 2026
* [[Questions:Two Kinds of Twins#q5|diabetes]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|DNA]] – Jan 2026, [[Questions:Nature or Nurture?#q6|June 2025]]
* [[Questions:Invasive Mussels#q5|ecosystem]] – Aug 2026
* [[Questions:Two Kinds of Twins#q5|enzyme]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|gene]] – Jan 2026, [[Questions:Nature or Nurture?#q6|June 2025]]
* [[Questions:Two Kinds of Twins#q5|gene expression]] – Jan 2026
* [[Questions:Nature or Nurture?#q6|gene therapy]] – June 2025
* [[Questions:Two Kinds of Twins#q5|genetic technology]] – Jan 2026
* [[Questions:Invasive Mussels#q5|larva]] – Aug 2026
* [[Questions:Nature or Nurture?#q6|mitosis]] – June 2025
* [[Questions:Honeybee Behavior and Threats#q1|predator]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|protein]] – Jan 2026
* [[Questions:Honeybee Behavior and Threats#q1|resources]] – Jan 2026
* [[Questions:Honeybee Behavior and Threats#q1|social insect]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|splicing]] – Jan 2026
* [[Questions:Invasive Mussels#q5|survival]] – Aug 2026
* [[Questions:Nature or Nurture?#q6|tumor]] – June 2025
* [[Questions:Honeybee Behavior and Threats#q1|waggle dance]] – Jan 2026
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* criteria
* design solution
* Earth
* prioritized criteria
* sub-problems
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Human Impact on Earth#q5|biomass]] – June 2025
* [[Questions:Human Impact on Earth#q5|climate change]] – June 2025
* [[Questions:Human Impact on Earth#q5|mining]] – June 2025
* [[Questions:Human Impact on Earth#q5|natural gas]] – June 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations
| DCI1 = EST1.C: Optimizing the Design Solution
* Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
| CC1 = ''N/A''
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-1

2026-09-27T23:43:58Z

Conrad: Vocabulary: add Physics terms

{{learningstandard
| ls = Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]]
| style="background-color:white;" | [[Questions:Parade of Balloons#q2|Question 40]]
|-
| style="background-color:white;" | [[Chemistry sample question clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster|Smartphone Chemistry]]
| style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster#q4|Question 4]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q6|Question 35]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Parrots and Biodiversity|Parrots and Biodiversity]]
| style="background-color:white;" | [[Questions:Parrots and Biodiversity#q5|Question 44]]
|-
| style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]]
| style="background-color:white;" | [[Questions:The Permafrost Problem#q4|Question 48]]
|-
| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|Question 27]]
|-
| style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Diabetes|Diabetes]]
| style="background-color:white;" | [[Questions:Diabetes#q5|Question 27]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]]
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q5|Question 5]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster|Prostaglandins]]
| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster#q6|Question 6]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q5|Question 40]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q2|Question 32]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.
| Level4 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
| Level3 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
| Level2 = Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.
| Level1 = Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* energy
* qualitative
* quantitative
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* cost
* costs and benefits
* criteria
* energy
* engineering
* global challenge
* new technologies
* pollution
* qualitative
* quantitative
* risk mitigation
* societal needs and wants
* solution
* water
</div>

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* pollution
* societal needs and wants
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Prostaglandins Sample Cluster#q6|animal model]] – Sample 2024
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|atmosphere]] – June 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Old Forest Sample Cluster#q5|biodiversity]] – Sample 2024
* [[Questions:Diabetes#q5|blood]] – Jan 2026
* [[Questions:Diabetes#q5|blood sugar]] – Jan 2026
* [[Questions:Prostaglandins Sample Cluster#q6|cancer]] – Sample 2024
* [[Questions:The Permafrost Problem#q4|carbon]] – Aug 2026, [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|June 2026]], [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|carbon cycle]] – June 2026
* [[Questions:Old Forest Sample Cluster#q5|carbon sequestration]] – Sample 2024
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|consumer]] – June 2026
* [[Questions:Diabetes#q5|diabetes]] – Jan 2026
* [[Questions:Prostaglandins Sample Cluster#q6|DNA]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|ecosystem]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|extinction]] – Sample 2024
* [[Questions:Diabetes#q5|frequency]] – Jan 2026
* [[Questions:Old Forest Sample Cluster#q5|habitat]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|human activity]] – Sample 2024
* [[Questions:Diabetes#q5|infection]] – Jan 2026
* [[Questions:The Permafrost Problem#q4|nitrogen]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|permafrost]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|reforestation]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|soil]] – Aug 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Parrots and Biodiversity#q5|species]] – Aug 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* costs and benefits
* criteria
* Earth
* global challenge
* new technologies
* pollution
* risk mitigation
* societal needs and wants
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Mining and Use of Lithium#q2|air pollution]] – June 2025
* [[Questions:Mining and Use of Lithium#q2|pollutants]] – June 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Asking Questions and Defining Problems
* Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
| DCI1 = ETS1.A: Defining and Delimiting Engineering Problems
* Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
* Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
| CC1 = ''Connections to Engineering, Technology, and Applications of Science:'' Influence of Science, Engineering, and Technology on Society and the Natural World
* New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ESS1-2

2026-09-27T23:43:57Z

Conrad: Vocabulary: add Physics terms

{{DISPLAYTITLE:HS-ESS1-2 {{!}} Big Bang Theory}}
{{Navlinks|HS-ESS1-1|HS-ESS1-3|← HS-ESS1-1 (ESS)|HS-ESS1-3 (ESS) →|HS-PS4-6||← HS-PS4-6 (Physics)|}}
{{learningstandard
| ls = 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.
| cs = 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).
| ab =
}}

''Note: this is a performance expectation for both HS Earth & Space Science and HS Physics. For physics, the focus is "connection to wavelength and frequency of light, formation of stars" as per the NYSED physics course map.''

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Portion of Electromagnetic Spectrum Related to Earth and Space Sciences| Portion of Electromagnetic Spectrum Related to Earth and Space Sciences]]
*[[Emission Spectra of Some Elements from Stars| Emission Spectra of Some Elements from Stars]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion|Emission Spectra and Nuclear Fusion]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion#q1|Question 21]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe|Stars and Elements in the Universe]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe#q3|Question 49]]
|-
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe|Stars and Elements in the Universe]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe#q4|Question 50]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution|Stars and Stellar Evolution]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution#q4|Question 8]]
|-
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q3|Question 21]]
|-
| rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q3|Question 3]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q1|Question 11]]
|-
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q2|Question 12]]
|-
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q3|Question 13]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang|Stars and the Big Bang]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang#q4|Question 19]]
|-
| style="background-color:white;" | [[Questions:Stars and the Big Bang|Stars and the Big Bang]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang#q5|Question 20]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Construct an explanation of the Big Bang theory using multiple sources, based on valid and reliable evidence of energy from light spectra, motions of distant galaxies, and the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level4 = 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.
| Level3 = Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level2 = Identify the explanation, that supports the Big Bang theory based on astronomical evidence of light spectra <b><u>or</u></b> motion of distant galaxies <b><u>or</u></b> the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level1 = Identify the evidence, from those provided, that supports the Big Bang theory, based on astronomical evidence.
}}

== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Physics terms are from the [[Physics Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* astronomical evidence
* atomic nuclei
* Big Bang theory
* brightness
* characteristic frequencies of light
* composition of matter in the universe
* cosmic microwave background
* distances from Earth
* electromagnetic energy
* electromagnetic radiation
* emit and absorb
* energy
* energy cannot be created or destroyed
* engineering
* evidence
* expanding universe
* field
* frequency
* galaxy
* heavier elements
* helium
* hydrogen
* interstellar gases
* investigation
* iron
* light
* light spectra
* massive stars
* mechanism
* motion of distant galaxies
* nuclear fusion
* object
* ordinary matter
* primordial radiation
* radiation
* receding galaxies
* red shift
* remnant radiation
* scientific theory
* simulation
* solution
* spectra of electromagnetic radiation
* star
* supernova
* support (a claim)
* system
* theory
* universe
* wavelength
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Emission Spectra and Nuclear Fusion#q1|Doppler shift]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q1|emission spectrum]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q1|relative motion]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q1|spectral line]] – June 2026
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* astronomical evidence
* atomic nuclei
* Big Bang theory
* brightness
* characteristic frequencies of light
* composition
* composition of matter
* compositional elements
* cosmic microwave background
* Earth
* electromagnetic energy
* electromagnetic radiation
* expanding universe
* galaxy
* heavier elements
* helium
* hydrogen
* interstellar gases
* iron
* light spectra
* massive stars
* model
* motion
* motion of distant galaxies
* natural systems
* nuclear fusion
* observation and experiment
* observations
* ordinary matter
* peer review
* primordial radiation
* radiation
* receding galaxies
* red shift
* remnant radiation
* scientific theory
* stars
* supernova
* universe
* wavelength
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Stars and Stellar Evolution#q4|absorption lines]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|age of the universe]] – Jan 2026, [[Questions:Telescopes and the History of the Universe#q1|Aug 2025]]
* [[Questions:Stars and Elements in the Universe#q3|apparent brightness]] – Aug 2026
* [[Questions:Evidence for the Big Bang Theory#q2|blue-shift]] – Jan 2026
* [[Questions:Evidence for the Big Bang Theory#q2|Cepheid variable]] – Jan 2026
* [[Questions:Telescopes and the History of the Universe#q3|constellation]] – Aug 2025
* [[Questions:Stars and Stellar Evolution#q4|corona]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|density]] – Jan 2026
* [[Questions:Stars and Elements in the Universe#q4|elements]] – Aug 2026, [[Questions:Evidence for the Big Bang Theory#q1|Jan 2026]], [[Questions:Telescopes and the History of the Universe#q1|Aug 2025]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:The James Webb Space Telescope (JWST)#q3|extrasolar planets]] – June 2026
* [[Questions:Stars and the Big Bang#q4|Hubble's Law]] – June 2025
* [[Questions:Evidence for the Big Bang Theory#q1|inflation]] – Jan 2026
* [[Questions:The James Webb Space Telescope (JWST)#q3|infrared radiation]] – June 2026, [[Questions:Telescopes and the History of the Universe#q2|Aug 2025]]
* [[Questions:Stars and Elements in the Universe#q3|Leavitt's Law]] – Aug 2026
* [[Questions:Stars and the Big Bang#q4|neutron]] – June 2025
* [[Questions:The James Webb Space Telescope (JWST)#q3|neutron star]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|observable universe]] – Jan 2026
* [[Questions:Evidence for the Big Bang Theory#q1|proton]] – Jan 2026, [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:Telescopes and the History of the Universe#q1|radio telescope]] – Aug 2025
* [[Questions:Stars and Elements in the Universe#q3|recessional velocity]] – Aug 2026, [[Questions:Stars and Stellar Evolution#q4|June 2026]], [[Questions:Evidence for the Big Bang Theory#q2|Jan 2026]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:Telescopes and the History of the Universe#q1|spectrograph]] – Aug 2025
* [[Questions:Stars and the Big Bang#q4|subatomic particles]] – June 2025
* [[Questions:Telescopes and the History of the Universe#q2|ultraviolet radiation]] – Aug 2025
* [[Questions:Stars and Elements in the Universe#q3|velocity]] – Aug 2026, [[Questions:Stars and Stellar Evolution#q4|June 2026]], [[Questions:Evidence for the Big Bang Theory#q3|Jan 2026]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:The James Webb Space Telescope (JWST)#q3|visible light]] – June 2026, [[Questions:Telescopes and the History of the Universe#q2|Aug 2025]]
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
| SEP2 = Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
* A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
| DCI1 = ESS1.A: The Universe and Its Stars
* The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
* The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
* Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
| DCI2 = PS4.B: Electromagnetic Radiation
* Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2)
| CC1 = Energy and Matter:
* Energy cannot be created or destroyed – only moved between one place and another place, between objects and/or fields, or between systems.
| CC2 = Interdependence of Science, Engineering, and Technology
* Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
| CC3 = Scientific Knowledge Assumes an Order and Consistency in Natural Systems
* Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
* Science assumes the universe is a vast single system in which basic laws are consistent.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Space Systems
}}
<metadesc>NYS Standard HS-ESS1-2: 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.</metadesc>

HS-PS4-6

2026-09-27T23:43:56Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS4-6 {{!}} Lenses and Mirrors}}
{{Navlinks|HS-PS4-5|HS-ESS1-2|← HS-PS4-5|HS-ESS1-2 →}}
{{learningstandard
| ls = 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.
| cs = Emphasis should be on analyzing ray diagrams to determine image size and location.
| ab = Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.
}}
{{NYSEDspecific}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
| style="background-color:white;" | [[Questions:The Cell Phone#q1|Question 25]]
|-
| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
| style="background-color:white;" | [[Questions:The Cell Phone#q4|Question 28]]
|-
| rowspan="3" style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q4|Question 4]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use mathematical models, including ray diagrams, to determine relationships among the size and location of images, size and location of objects, and focal lengths for lenses and mirrors.
| Level4 = 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.
| Level3 = Use mathematical models and/or ray diagrams to describe the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.
| Level2 = Use mathematical models or given ray diagrams to identify the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.
| Level1 = Use mathematical models, patterns, or given ray diagrams to determine the relative size, and/or location of the image and/or focal length for a lens or mirror, <B><U>or</B></U> given information or ray diagrams, identify the type of lens or mirror and the type of image formed.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* biconcave lens
* biconvex lens
* claim
* concave mirror
* convex mirror
* design solution
* evidence
* focal distance
* focal length
* image
* image size
* lens
* location of an image
* mathematical model
* mathematical representation
* mirror
* object
* plane mirror
* ray diagram
* real image
* scale (of a model)
* support (a claim)
* system
* type of image
* virtual image
* wave
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Sampler Automotive Optics#q4|absolute value]] – Sample 2025
* [[Questions:The Cell Phone#q1|angle]] – June 2026, [[Questions:Sampler Automotive Optics#q2|Sample 2025]]
* [[Questions:Sampler Automotive Optics#q3|center of curvature]] – Sample 2025
* [[Questions:The Cell Phone#q1|digital data]] – June 2026
* [[Questions:The Cell Phone#q1|double convex lens]] – June 2026
* [[Questions:The Cell Phone#q1|focal point]] – June 2026, [[Questions:Sampler Automotive Optics#q3|Sample 2025]]
* [[Questions:Sampler Automotive Optics#q3|image distance]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q4|image height]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q2|incident ray]] – Sample 2025
* [[Questions:The Cell Phone#q1|inverted image]] – June 2026
* [[Questions:The Cell Phone#q1|light]] – June 2026, [[Questions:Sampler Automotive Optics#q2|Sample 2025]]
* [[Questions:The Cell Phone#q4|light ray]] – June 2026, [[Questions:Sampler Automotive Optics#q2|Sample 2025]]
* [[Questions:The Cell Phone#q4|mirror image]] – June 2026
* [[Questions:Sampler Automotive Optics#q2|normal (to a surface)]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q3|object distance]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q4|object height]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q2|observer]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q3|orientation]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q3|principal axis]] – Sample 2025
* [[Questions:The Cell Phone#q1|principal ray]] – June 2026
* [[Questions:Sampler Automotive Optics#q2|reflected ray]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q2|reflection]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q4|trial]] – Sample 2025
* [[Questions:The Cell Phone#q4|upright image]] – June 2026, [[Questions:Sampler Automotive Optics#q3|Sample 2025]]
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.
| DCI1 = PS4.A: Wave Properties
* (NYSED) The location and size of an image are related to the location and size of an object for a plane mirror. The location and size of an image (real or virtual) are related to the location and size of an object and the focal distance for convex and concave mirrors.
* (NYSED) The location and size of an image (real or virtual) are related to the location and size of an object and the focal distance for biconvex and biconcave lenses.
| CC1 = 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.
* Mathematical representations can be used to identify certain patterns.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-6: 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.</metadesc>

HS-PS4-5

2026-09-27T23:43:54Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS4-5 {{!}} Waves and Technology}}
{{Navlinks|HS-PS4-4|HS-PS4-6|← HS-PS4-4|HS-PS4-6 →}}
{{learningstandard
| ls = 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.
| cs = Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications technology.
| ab = Assessments are limited to qualitative information. Assessments do not include band theory.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal|Kidney Stone Detection and Removal]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal#q1|Question 6]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Communicate technical information to evaluate the effectiveness and reliability of a technological device that uses principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
| Level4 = 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.
| Level3 = Given information about a technological device, explain how the device uses a principle of wave behavior and/or wave interactions with matter to transmit and capture information and energy.
| Level2 = Given information about a technological device, support or refute a claim that explains a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.
| Level1 = Given information about a technological device, identify a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* band theory
* cause and effect
* claim
* communications technology
* computer memory
* device
* digitized
* Doppler effect
* effectiveness and reliability
* electricity
* energy
* interaction
* light
* medical imaging
* pixel
* qualitative
* refute
* scanner
* signal
* solar cell
* support (a claim)
* system
* technical information
* technological device
* transmit and capture information and energy
* wave
* wave behavior
* wave interactions with matter
* wave pulse
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Kidney Stone Detection and Removal#q1|diffraction]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|electromagnetic radiation]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|frequency]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|interference]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|reflected pulse]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|refraction]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|sound]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|sound wave]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|speed]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|ultrasound]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q1|wave phenomenon]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Obtaining, Evaluating, and Communicating Information
* Communicate technical information or ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
| DCI1 = PS4.A: Wave Properties
* Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
| DCI2 = PS4.C: Information Technologies and Instrumentation
* Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.
| CC1 = Cause and Effect
* Systems can be designed to cause a desired effect.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-5: 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.</metadesc>

HS-PS4-4

2026-09-27T23:43:53Z

Conrad: Vocabulary: add Physics terms

{{DISPLAYTITLE:HS-PS4-4 {{!}} Electromagnetic Radiation and Matter}}
{{Navlinks|HS-PS4-3|HS-PS4-5|← HS-PS4-3 (Physics)|HS-PS4-5 (Physics) →|HS-PS3-5|HS-LS1-5|← HS-PS3-5 (Chem)|HS-LS1-5 (Chem) →}}
{{learningstandard
| ls = Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.
| cs = 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.
| ab = Assessment is limited to qualitative descriptions.
}}
''Note: this is a performance expectation for both HS chemistry and HS physics. The focus will vary based on which class this standard is being taught in.''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q1|Question 10]]
|-
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q2|Question 11]]
|-
| style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation|The ABCs of Ultraviolet Radiation]]
| style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation#q1|Question 26]]
|-
| style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation|The ABCs of Ultraviolet Radiation]]
| style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation#q2|Question 27]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom|How Glow Became Gloom]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
| style="background-color:white;" | [[Questions:Urban Heat Islands#q3|Question 21]]
|-
| rowspan="2" style="background-color:white;" | [[Chemistry sample question clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves|Evaluating Gas Stoves]]
| style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves|Evaluating Gas Stoves]]
| style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves#q4|Question 4]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
| style="background-color:white;" | [[Questions:The Cell Phone#q5|Question 29]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Gather and evaluate a variety of valid and reliable sources to formulate a claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing qualitative evidence with scientific reasoning.
| Level4 = Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
| Level3 = Make and support a claim, using scientific and/or technical information, that describes the effects of a frequency and/or wavelength of electromagnetic radiation when absorbed by matter.
| Level2 = Use information that provides evidence to support a claim that describes the effects of different frequencies, relative energies, and/or wavelengths of electromagnetic radiation when absorbed by matter.
| Level1 = Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absorption (of electromagnetic radiation)
* atom
* bias
* claim
* electromagnetic radiation
* energy
* evidence
* frequency
* gamma rays
* heat
* heat energy
* living cell
* matter
* photon
* qualitative
* radiation
* reasoning
* reliability
* system
* thermal energy
* ultraviolet radiation
* validity
* wavelength
* X-rays
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:How Glow Became Gloom#q4|beta particle]] – June 2026
* [[Questions:How Glow Became Gloom#q4|electromagnetic energy]] – June 2026
* [[Questions:How Glow Became Gloom#q4|electron]] – June 2026
* [[Questions:The Great American Solar Eclipse#q1|emission spectrum]] – Aug 2026
* [[Questions:How Glow Became Gloom#q4|excited state]] – June 2026
* [[Questions:The Great American Solar Eclipse#q1|fusion]] – Aug 2026
* [[Questions:PSC Evaluating Gas Stoves#q3|gas]] – Sample 2025
* [[Questions:PSC Evaluating Gas Stoves#q3|global warming]] – Sample 2025
* [[Questions:PSC Evaluating Gas Stoves#q3|global warming potential (GWP)]] – Sample 2025
* [[Questions:PSC Evaluating Gas Stoves#q4|greenhouse effect]] – Sample 2025
* [[Questions:PSC Evaluating Gas Stoves#q3|greenhouse gas]] – Sample 2025
* [[Questions:How Glow Became Gloom#q4|ground state]] – June 2026
* [[Questions:The Great American Solar Eclipse#q1|infrared radiation]] – Aug 2026, [[Questions:Urban Heat Islands#q3|June 2026]], [[Questions:PSC Evaluating Gas Stoves#q4|Sample 2025]]
* [[Questions:How Glow Became Gloom#q4|nucleus]] – June 2026
* [[Questions:The ABCs of Ultraviolet Radiation#q1|ozone layer]] – Aug 2026
* [[Questions:How Glow Became Gloom#q4|particle]] – June 2026
* [[Questions:How Glow Became Gloom#q4|phosphorescence]] – June 2026
* [[Questions:The Great American Solar Eclipse#q1|plasma]] – Aug 2026
* [[Questions:PSC Evaluating Gas Stoves#q3|quantitative]] – Sample 2025
* [[Questions:PSC Evaluating Gas Stoves#q3|radiative forcing]] – Sample 2025
* [[Questions:Urban Heat Islands#q3|reflectivity]] – June 2026
* [[Questions:The ABCs of Ultraviolet Radiation#q1|solar radiation]] – Aug 2026, [[Questions:Urban Heat Islands#q3|June 2026]], [[Questions:PSC Evaluating Gas Stoves#q4|Sample 2025]]
* [[Questions:The Great American Solar Eclipse#q1|spectral line]] – Aug 2026
* [[Questions:The ABCs of Ultraviolet Radiation#q1|stratosphere]] – Aug 2026
* [[Questions:PSC Evaluating Gas Stoves#q3|temperature]] – Sample 2025
* [[Questions:The ABCs of Ultraviolet Radiation#q2|UVA, UVB and UVC]] – Aug 2026
* [[Questions:The Great American Solar Eclipse#q1|visible light]] – Aug 2026, [[Questions:Urban Heat Islands#q3|June 2026]]
* [[Questions:PSC Evaluating Gas Stoves#q4|visible spectrum]] – Sample 2025
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* electromagnetic spectrum – implied by "light or longer wavelength electromagnetic radiation"
* ionizing radiation – implied by "can ionize atoms and cause damage to living cells"
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absorbed by matter
* bias
* cause and effect
* claim
* electromagnetic radiation
* energy
* evidence
* frequency
* gamma rays
* heat
* ionize
* light
* living cells
* living tissue
* mechanism
* medium
* photon
* published materials
* qualitative
* radiation
* relative energy
* scale (of a model)
* scientific reasoning
* support (a claim)
* system
* technical information
* thermal energy
* ultraviolet
* validity and reliability
* wavelength
* X-rays
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Cell Phone#q5|absorb energy]] – June 2026
* [[Questions:The Cell Phone#q5|device]] – June 2026
* [[Questions:The Cell Phone#q5|eject an electron]] – June 2026
* [[Questions:The Cell Phone#q5|electromagnetic spectrum]] – June 2026
* [[Questions:The Cell Phone#q5|health effects]] – June 2026
* [[Questions:The Cell Phone#q5|hydrogen]] – June 2026
* [[Questions:The Cell Phone#q5|ionization energy]] – June 2026
* [[Questions:The Cell Phone#q5|ionizing radiation]] – June 2026
* [[Questions:The Cell Phone#q5|justification]] – June 2026
* [[Questions:The Cell Phone#q5|photon energy]] – June 2026
* [[Questions:The Cell Phone#q5|radio]] – June 2026
* [[Questions:The Cell Phone#q5|radio/microwave frequency region]] – June 2026
* [[Questions:The Cell Phone#q5|refute]] – June 2026
* [[Questions:The Cell Phone#q5|temperature]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Obtaining, Evaluating, and Communicating Information
* Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible.
| DCI1 = PS4.B: Electromagnetic Radiation
* When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.
| CC1 = Cause and Effect
* Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms, within the system.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.</metadesc>

HS-PS4-3

2026-09-27T23:43:52Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS4-3 {{!}} Wave-Particle Duality}}
{{Navlinks|HS-PS4-2|HS-PS4-4|← HS-PS4-2|HS-PS4-4 →}}
{{learningstandard
| ls = 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.
| cs = 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.
| ab = Assessment of the photoelectric effect is limited to qualitative descriptions.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal|Kidney Stone Detection and Removal]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal#q4|Question 9]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Using multiple sources of evidence and scientific reasoning, construct and evaluate a claim that for some situations one model of electromagnetic radiation (wave or particle) is more useful than the other.
| Level4 = 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.
| Level3 = Given information, support or refute a claim regarding the use of the wave model or the particle model for electromagnetic radiation to describe a phenomenon.
| Level2 = Given information about a phenomenon, identify the evidence that supports a claim about the model which best describes the phenomenon.
| Level1 = Identify a phenomenon from those given that is best described by the wave and/or particle model of electromagnetic radiation.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* argument
* claim
* claims, evidence, and reasoning
* diffraction
* electromagnetic radiation
* energy
* evidence
* interaction
* interference
* light
* magnetic field
* microwaves
* particle model
* peaks and troughs
* photoelectric effect
* photon
* qualitative
* quantum theory
* radio
* refute
* relative phase
* relative position
* resonance
* scale (of a model)
* scientific reasoning
* solution
* support (a claim)
* system
* theory
* wave
* wave model
* waves can add or cancel
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Kidney Stone Detection and Removal#q4|amplification]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|constructive interference]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|energy level]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|excited electron]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|frequency]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|laser]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|radiation]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q4|stimulated emission]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* wave–particle duality – implied by "can be described either by a wave model or a particle model (quantum theory)"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Engaging in Argument from Evidence
* Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
| DCI1 = PS4.A: Wave Properties
* Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other.
| DCI2 = PS4.B: Electromagnetic Radiation
* Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
| CC1 = Systems and System Models
* Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions - including energy, matter, and information flows – within and between systems at different scales.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-3: 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.</metadesc>

HS-PS4-2

2026-09-27T23:43:51Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS4-2 {{!}} Digital Transmission of Information}}
{{Navlinks|HS-PS4-1|HS-PS4-3|← HS-PS4-1|HS-PS4-3 →}}
{{learningstandard
| ls = Evaluate questions about the advantages of using a digital transmission and storage of information.
| cs = 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.
| ab =
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Voice Recognition Software|Voice Recognition Software]]
| style="background-color:white;" | [[Questions:Voice Recognition Software#q1|Question 41]]
|-
| style="background-color:white;" | [[Questions:Voice Recognition Software|Voice Recognition Software]]
| style="background-color:white;" | [[Questions:Voice Recognition Software#q2|Question 42]]
|-
| style="background-color:white;" | [[Questions:Voice Recognition Software|Voice Recognition Software]]
| style="background-color:white;" | [[Questions:Voice Recognition Software#q5|Question 45]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information using multiple sources of scientific and technical information.
| Level4 = Evaluate questions about the advantages of using a digital transmission and storage of information.
| Level3 = Evaluate a question about an advantage and/or disadvantage of using a digital transmission and/or storage of information.
| Level2 = List the advantages or disadvantages of using a digital transmission and/or storage of information.
| Level1 = Identify given transmission data or storage data as being either analog or digital.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* advantages
* analog
* argument
* computer memory
* deletion
* digital
* digital information
* digital transmission
* digitized
* disadvantages
* pixel
* security
* stability
* storage of information
* system
* technical information
* theft
* wave
* wave pulse
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Voice Recognition Software#q5|accuracy]] – June 2026
* [[Questions:Voice Recognition Software#q1|analog-processed sound]] – June 2026
* [[Questions:Voice Recognition Software#q1|bits]] – June 2026
* [[Questions:Voice Recognition Software#q5|data points]] – June 2026
* [[Questions:Voice Recognition Software#q1|device]] – June 2026
* [[Questions:Voice Recognition Software#q1|digital data]] – June 2026
* [[Questions:Voice Recognition Software#q1|digital reproduction]] – June 2026
* [[Questions:Voice Recognition Software#q5|evidence]] – June 2026
* [[Questions:Voice Recognition Software#q2|memory storage]] – June 2026
* [[Questions:Voice Recognition Software#q1|physical medium]] – June 2026
* [[Questions:Voice Recognition Software#q2|processing speed]] – June 2026
* [[Questions:Voice Recognition Software#q1|sampling]] – June 2026
* [[Questions:Voice Recognition Software#q5|sampling rate]] – June 2026
* [[Questions:Voice Recognition Software#q1|sound]] – June 2026
* [[Questions:Voice Recognition Software#q1|sound wave]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Asking Questions and Defining Problems
* Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.
| DCI1 = PS4.A: Wave Properties
* Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
| CC1 = Stability and Change
* Systems can be designed for greater or lesser stability.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.</metadesc>

HS-PS4-1

2026-09-27T23:43:49Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS4-1 {{!}} Wave Properties}}
{{Navlinks|HS-PS3-6|HS-PS4-2|← HS-PS3-6|HS-PS4-2 →}}
{{learningstandard
| ls = 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.
| cs = 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.
| ab = Assessment is limited to algebraic relationships and describing those relationships qualitatively.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="8" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal|Kidney Stone Detection and Removal]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal#q2|Question 7]]
|-
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal|Kidney Stone Detection and Removal]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal#q3|Question 8]]
|-
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal|Kidney Stone Detection and Removal]]
| style="background-color:white;" | [[Questions:Kidney Stone Detection and Removal#q5|Question 10]]
|-
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion|Emission Spectra and Nuclear Fusion]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion#q2|Question 22]]
|-
| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
| style="background-color:white;" | [[Questions:The Cell Phone#q2|Question 26]]
|-
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q2|Question 31]]
|-
| style="background-color:white;" | [[Questions:Voice Recognition Software|Voice Recognition Software]]
| style="background-color:white;" | [[Questions:Voice Recognition Software#q3|Question 43]]
|-
| style="background-color:white;" | [[Questions:Voice Recognition Software|Voice Recognition Software]]
| style="background-color:white;" | [[Questions:Voice Recognition Software#q4|Question 44]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Plan and conduct an investigation and use mathematical representations to evaluate claims regarding the relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy in various media.
| Level4 = 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.
| Level3 = Given data, model(s), and/or a mathematical representation, determine the period, frequency, wavelength, or speed of a wave or electromagnetic radiation (photon) traveling and transferring energy in a medium, <b><u>or</u></b> use mathematical relationships and a ruler and protractor to construct the reflected and/or refracted ray(s) to show the direction of a wave as it hits a boundary, or determine the index of refraction.
| Level2 = Use words, diagrams, and/or graphs to represent the mathematical relationships among the period, frequency, wavelength, and/or speed of waves in a medium, <b><u>or</u></b> use mathematical relationships to determine the direction of a wave as the wave hits a boundary (reflection and/or refraction), <b><u>or</u></b> given data, model(s), and/or a mathematical representation, compare the phase of points at positions on the wave or the relative amount of energy transferred due to amplitude or frequency, or determine the amount of energy transferred due to the frequency of electromagnetic radiation (photon).
| Level1 = Draw a model of a wave with given characteristics or identify the characteristics of a given wave traveling and transferring energy in a medium (period, frequency, wavelength, amplitude, speed, and/or type), <b><u>or</u></b> identify the change in characteristics of a wave as the wave hits a boundary.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* air
* algebraic relationships
* amplitude
* boundary
* cause and correlation
* cause and effect
* claim
* design solution
* direction
* electromagnetic radiation
* empirical evidence
* energy
* energy transferred
* frequency
* glass
* index of refraction
* investigation
* longitudinal wave
* mathematical representation
* mechanical wave
* medium
* period
* phase
* photon
* reflected ray
* reflection
* refracted ray
* refraction
* ruler and protractor
* seismic wave
* sound wave
* speed
* speed of waves
* standing wave
* support (a claim)
* transverse wave
* type of wave
* vacuum
* water
* wave
* wavelength
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Kidney Stone Detection and Removal#q5|absorb energy]] – June 2026
* [[Questions:Voice Recognition Software#q4|baseline]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q2|edge artifact]] – June 2026
* [[Questions:Flashlight Physics#q2|filament]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q2|hydrogen]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q2|image]] – June 2026
* [[Questions:The Cell Phone#q2|inversely proportional]] – June 2026
* [[Questions:The Cell Phone#q2|justification]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q5|laser]] – June 2026
* [[Questions:The Cell Phone#q2|lens]] – June 2026
* [[Questions:The Cell Phone#q2|light]] – June 2026
* [[Questions:The Cell Phone#q2|optically denser]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q5|photon energy]] – June 2026
* [[Questions:The Cell Phone#q2|refute]] – June 2026
* [[Questions:Voice Recognition Software#q4|relative sound pressure]] – June 2026
* [[Questions:Voice Recognition Software#q4|sampling time]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q2|sound]] – June 2026
* [[Questions:The Cell Phone#q2|speed of light]] – June 2026
* [[Questions:Kidney Stone Detection and Removal#q2|speed of sound]] – June 2026
* [[Questions:Flashlight Physics#q2|visible light]] – June 2026
* [[Questions:Voice Recognition Software#q3|wave motion]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* law of reflection (angle of incidence equals angle of reflection) – implied by "construct the reflected and/or refracted ray(s)"
* Planck's constant – the [[Questions:Kidney Stone Detection and Removal#q5|June 2026 Kidney Stone Detection and Removal]] rubric uses ''E<sub>photon</sub>'' = ''hf'' with ''h'' = 6.63 × 10<sup>−34</sup> without naming the constant.
* Snell's law – implied by "determine the index of refraction"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.
| DCI1 = PS4.A: Wave Properties
* The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.
| CC1 = Cause and Effect
* Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Waves and Electromagnetic Radiation
}}
<metadesc>NYS Standard HS-PS4-1: 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.</metadesc>

HS-PS3-6

2026-09-27T23:43:48Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS3-6 {{!}} Ohm's Law and Circuits}}
{{Navlinks|HS-PS3-5|HS-PS4-1|← HS-PS3-5|HS-PS4-1 →}}
{{learningstandard
| ls = 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.
| cs = Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.
| ab = Assessment is limited to direct current (DC) circuits.
}}
{{NYSEDspecific}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q3|Question 32]]
|-
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q4|Question 33]]
|-
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q5|Question 34]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
| Level4 = 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.
| Level3 = Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit.
| Level2 = Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component.
| Level1 = Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, <b><u>or</b></u> given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, <b><u>or</b></u> given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, <b><u>or</b></u> given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* circuit component
* claim
* conventional current
* current
* design solution
* direct current (DC)
* direction
* electric circuit
* electrical power
* energy
* evidence
* field
* mathematical representation
* object
* Ohm's Law
* parallel circuit
* potential difference
* power
* resistance
* scale (of a model)
* schematic diagram
* series circuit
* simple circuit
* statistical analysis
* support (a claim)
* system
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Flashlight Physics#q4|brightness]] – June 2026
* [[Questions:Flashlight Physics#q3|computer simulation]] – June 2026
* [[Questions:Flashlight Physics#q3|constant resistance]] – June 2026
* [[Questions:Flashlight Physics#q5|cost]] – June 2026
* [[Questions:Flashlight Physics#q4|draws more current]] – June 2026
* [[Questions:Flashlight Physics#q5|electrical energy]] – June 2026
* [[Questions:Flashlight Physics#q3|equivalent resistance]] – June 2026
* [[Questions:Flashlight Physics#q3|justification]] – June 2026
* [[Questions:Flashlight Physics#q5|light]] – June 2026
* [[Questions:Flashlight Physics#q5|light output]] – June 2026
* [[Questions:Flashlight Physics#q3|proportional]] – June 2026
* [[Questions:Flashlight Physics#q3|refute]] – June 2026
* [[Questions:Flashlight Physics#q4|scientific reasoning]] – June 2026
* [[Questions:Flashlight Physics#q3|total current]] – June 2026
* [[Questions:Flashlight Physics#q3|voltage]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Analyzing and interpreting data: analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
| DCI1 = Electrical power and energy can be determined for electric circuits.
| CC1 = 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.
| CC2 = Mathematical representations can be used to identify certain patterns.
| CC3 = Energy can be transferred between once place and another place, between objects and/or fields, or between systems.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-6: 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.</metadesc>

HS-PS3-5

2026-09-27T23:43:47Z

Conrad: Vocabulary: add Physics terms

{{DISPLAYTITLE:HS-PS3-5 {{!}} Forces and Fields}}
{{Navlinks|HS-PS3-4|HS-PS3-6|← HS-PS3-4 (Physics)|HS-PS3-6 (Physics) →|HS-PS3-1|HS-PS4-4|← HS-PS3-1 (Chem)|HS-PS4-4 (Chem) →}}
{{learningstandard
| ls = 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.
| cs = Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.
| ab = Assessment is limited to systems containing two objects.
}}
''Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]]
| style="background-color:white;" | [[Questions:Go With the Flow#q4|Question 21]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:Equilibria in the Blood|Equilibria in the Blood]]
| style="background-color:white;" | [[Questions:Equilibria in the Blood#q2|Question 12]]
|-
| style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]]
| style="background-color:white;" | [[Questions:Indoor Air Pollution#q5|Question 50]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]]
| style="background-color:white;" | [[Questions:Charged Drops#q3|Question 48]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.
| Level4 = 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.
| Level3 = Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction.
| Level2 = Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction.
| Level1 = Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* algebraic expression
* atomic structure
* binding energy
* bond formation
* charge
* component (of a system)
* electric field
* energy
* evidence
* field energy
* force
* intermolecular forces
* magnetic field
* non-ideal gas behavior
* opposite polarity
* polarity
* subatomic particle
* system
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Equilibria in the Blood#q2|atom]] – June 2026
* [[Questions:Go With the Flow#q4|attractive force]] – Aug 2026
* [[Questions:Equilibria in the Blood#q2|gas]] – June 2026
* [[Questions:Go With the Flow#q4|heat of solution (ΔH)]] – Aug 2026
* [[Questions:Go With the Flow#q4|ion]] – Aug 2026
* [[Questions:Equilibria in the Blood#q2|Lewis electron-dot diagram]] – June 2026
* [[Questions:Go With the Flow#q4|molecule]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]]
* [[Questions:Indoor Air Pollution#q5|partial charge (δ+, δ−)]] – June 2026
* [[Questions:Indoor Air Pollution#q5|solute]] – June 2026
* [[Questions:Go With the Flow#q4|solution]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]]
* [[Questions:Indoor Air Pollution#q5|solvent]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* structural formula – drawn but not named in [[Questions:Chip Bag: PFAS vs PLA Plastics#q1|June 2026 Chip Bag]] Figure 1 and the [[Questions:Equilibria in the Blood#q2|June 2026 Equilibria in the Blood]] rubric.
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* algebraic expression
* cause and effect
* change in energy
* charge
* charges of opposite polarity
* component of a system
* energy
* energy stored in the field
* evidence
* field
* force
* interaction
* limitations of a model
* magnetic field
* mechanism
* object
* polarity
* relative position
* scale (of a model)
* system
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Charged Drops#q3|electric field strength]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* electric potential energy – implied by "the energy stored in the field is changed"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and Using Models
* Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
| DCI1 = PS3.C: Relationship Between Energy and Forces
* When two objects interacting through a field change relative position, the energy stored in the field is changed.
| CC1 = Cause and Effect
* Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-5: 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.</metadesc>

HS-PS3-4

2026-09-27T23:43:46Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS3-4 {{!}} Thermal Energy and Heat}}
{{Navlinks|HS-PS3-3|HS-PS3-5|← HS-PS3-3|HS-PS3-5 →}}
{{learningstandard
| ls = 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).
| cs = 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.
| ab = Assessment is limited to investigations based on materials and tools provided to students.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
| style="background-color:white;" | [[Questions:Heat Exchange#q3|Question 13]]
|-
| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
| style="background-color:white;" | [[Questions:Heat Exchange#q4|Question 14]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.
| Level4 = Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
| Level3 = Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, <b><u>or</u></b> use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, <b><u>or</u></b> complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, <b><u>or</u></b> given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.
| Level2 = Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system.
| Level1 = Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* accuracy
* boundary
* change in energy
* closed system
* conservation of energy
* cost
* energy
* energy transfer
* energy transferred
* evidence
* initial conditions
* initial temperature
* investigation
* mass
* mathematical representation
* object
* precision
* reliable measurements
* second law of thermodynamics
* specific heat
* stable state
* support (a claim)
* system
* temperature
* temperature change
* thermal energy
* transfer of thermal energy
* trial
* trials
* uncertainties
* uniform energy distribution
* water
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Heat Exchange#q3|boiling point]] – June 2026
* [[Questions:Heat Exchange#q4|cooling system]] – June 2026
* [[Questions:Heat Exchange#q3|melting point]] – June 2026
* [[Questions:Heat Exchange#q3|physical state]] – June 2026
* [[Questions:Heat Exchange#q3|safety equipment]] – June 2026
* [[Questions:Heat Exchange#q3|safety procedures]] – June 2026
* [[Questions:Heat Exchange#q3|specific heat capacity]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* thermal equilibrium – implied by "results in a more uniform energy distribution among the components"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = 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.
| DCI1 = Conservation of energy and energy transfer: Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
| DCI2 = Conservation of energy and energy transfer: Energy exists in many forms, and when these forms change, energy is conserved.
| CC1 = Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-4: 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).</metadesc>

HS-PS3-3

2026-09-27T23:43:44Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS3-3 {{!}} Energy Conversion Devices}}
{{Navlinks|HS-PS3-2|HS-PS3-4|← HS-PS3-2|HS-PS3-4 →}}
{{learningstandard
| ls = Design, build, and refine a device that works within given constraints to convert one form of energy into
another form of energy.
| cs = 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.
| ab = Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
| style="background-color:white;" | [[Questions:Heat Exchange#q1|Question 11]]
|-
| style="background-color:white;" | [[Questions:Heat Exchange|Heat Exchange]]
| style="background-color:white;" | [[Questions:Heat Exchange#q2|Question 12]]
|-
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q2|Question 16]]
|-
| style="background-color:white;" | [[Questions:The Cell Phone|The Cell Phone]]
| style="background-color:white;" | [[Questions:The Cell Phone#q3|Question 27]]
|-
| style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q1|Question 1]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student generated sources of evidence.
| Level4 = Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
| Level3 = Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, <b><u>or</b></u> given a device or model of a device that converts one form of energy into another form of energy, calculate the device's efficiency.
| Level2 = Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, <b><u>or</b></u> given two or more devices or models of devices that converts one form of energy into another form of energy, evaluate the energy output for the same energy input.
| Level1 = Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* conservation of energy
* constraints
* design variables
* device
* efficiency
* energy
* energy input
* energy output
* energy transfer
* energy transformation
* evidence
* form of energy
* generator
* light
* light meter
* macroscopic scale
* prioritized criteria
* qualitative
* quantitative
* renewable energy
* Rube Goldberg device
* solar cell
* solar oven
* solution
* sound
* sound level meter
* system
* thermal energy
* variable
* wind turbine
* work
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Sampler Automotive Optics#q1|claim]] – Sample 2025
* [[Questions:Sampler Automotive Optics#q1|concave mirror]] – Sample 2025
* [[Questions:Heat Exchange#q1|electrical energy]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
* [[Questions:Sampler Automotive Optics#q1|emitted light]] – Sample 2025
* [[Questions:The Cell Phone#q3|emitted ray]] – June 2026
* [[Questions:Heat Exchange#q1|flowchart]] – June 2026
* [[Questions:Sampler Automotive Optics#q1|focal point]] – Sample 2025
* [[Questions:Heat Exchange#q1|fossil fuels]] – June 2026
* [[Questions:Heat Exchange#q1|geothermal power plant]] – June 2026
* [[Questions:Motorcycle Helmets#q2|gravitational potential energy]] – June 2026
* [[Questions:Heat Exchange#q1|heat]] – June 2026
* [[Questions:Heat Exchange#q1|heat source]] – June 2026
* [[Questions:The Cell Phone#q3|image]] – June 2026
* [[Questions:Motorcycle Helmets#q2|impact]] – June 2026
* [[Questions:The Cell Phone#q3|infrared]] – June 2026
* [[Questions:The Cell Phone#q3|interaction]] – June 2026
* [[Questions:Heat Exchange#q1|internal energy]] – June 2026
* [[Questions:Sampler Automotive Optics#q1|investigation]] – Sample 2025
* [[Questions:Motorcycle Helmets#q2|kinetic energy]] – June 2026
* [[Questions:Motorcycle Helmets#q2|kinetic energy transfer]] – June 2026
* [[Questions:The Cell Phone#q3|laser]] – June 2026
* [[Questions:Sampler Automotive Optics#q1|light energy]] – Sample 2025
* [[Questions:The Cell Phone#q3|light ray]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
* [[Questions:Motorcycle Helmets#q2|mechanical energy]] – June 2026, [[Questions:Sampler Automotive Optics#q1|Sample 2025]]
* [[Questions:Sampler Automotive Optics#q1|mirror]] – Sample 2025
* [[Questions:Heat Exchange#q1|nuclear power plant]] – June 2026
* [[Questions:Heat Exchange#q1|power plant]] – June 2026
* [[Questions:Heat Exchange#q2|ratio of energy output to energy input]] – June 2026
* [[Questions:The Cell Phone#q3|reflected light]] – June 2026
* [[Questions:The Cell Phone#q3|reflected ray]] – June 2026
* [[Questions:Sampler Automotive Optics#q1|reflection]] – Sample 2025
* [[Questions:Heat Exchange#q1|rotational energy]] – June 2026
* [[Questions:Heat Exchange#q1|solar power plant]] – June 2026
* [[Questions:Heat Exchange#q1|steam]] – June 2026
* [[Questions:Heat Exchange#q1|thermoelectric power plant]] – June 2026
* [[Questions:Heat Exchange#q1|water]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
| DCI1 = PS3.A: Definitions of Energy
* At the macroscopic scale, energy manifests itself in multiple ways, such as motion, sound, light, and thermal energy
| DCI2 = PS3.B: Conservation of Energy and Energy Transfer
* (NYSED) Energy exists in many forms, and when these forms change, energy is conserved.
| CC1 = Energy and Matter
* Changes of energy and matter in a system can be described in terms of energy and matter flow into, out of, and within that system.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.</metadesc>

HS-PS3-2

2026-09-27T23:43:43Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS3-2 {{!}} Kinetic and Potential Energy}}
{{Navlinks|HS-PS3-1|HS-PS3-3|← HS-PS3-1|HS-PS3-3 →}}
{{learningstandard
| ls = 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).
| cs = 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.
| ab =
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]]
| style="background-color:white;" | [[Questions:Pendulum Motion#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]]
| style="background-color:white;" | [[Questions:Pendulum Motion#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q5|Question 19]]
|-
| rowspan="2" style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]]
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]]
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q5|Question 5]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop and use multiple 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), and revise the models to reflect one or more changes in system parameters.
| Level4 = 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).
| Level3 = Revise or complete a model(s) to illustrate that energy at the macroscopic scale is a combination of energies associated with the motion of and relative position of particles (objects).
| Level2 = Given a model and/or information, predict energy transfers associated with the motion and relative position of particles (objects).
| Level1 = Given a model and/or information, identify the form(s) of energy associated with motion of and/or relative position of particles (objects).
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* component of a system
* computer simulation
* configuration
* conversion of kinetic energy to thermal energy
* electrically-charged plates
* energy
* energy stored due to position
* energy stored in fields
* energy transfer
* evidence
* field
* interaction
* light
* macroscopic scale
* microscopic scale
* motions of particles
* object
* quantitative
* radiation
* relative position
* sound
* system
* thermal energy
* total energy
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Sampler Bungee Jumping#q5|air resistance]] – Sample 2025
* [[Questions:Pendulum Motion#q1|energy bar graph]] – June 2026
* [[Questions:Pendulum Motion#q1|energy transformation]] – June 2026
* [[Questions:Motorcycle Helmets#q5|force]] – June 2026
* [[Questions:Pendulum Motion#q2|fractional amount of energy]] – June 2026
* [[Questions:Pendulum Motion#q1|friction]] – June 2026
* [[Questions:Sampler Bungee Jumping#q5|gravitational force]] – Sample 2025
* [[Questions:Pendulum Motion#q1|kinetic energy]] – June 2026
* [[Questions:Pendulum Motion#q1|lowest point]] – June 2026
* [[Questions:Sampler Bungee Jumping#q3|mechanical energy]] – Sample 2025
* [[Questions:Pendulum Motion#q1|neglect friction]] – June 2026
* [[Questions:Pendulum Motion#q1|pendulum]] – June 2026
* [[Questions:Pendulum Motion#q1|potential energy]] – June 2026
* [[Questions:Sampler Bungee Jumping#q5|rebound]] – Sample 2025
* [[Questions:Pendulum Motion#q1|release point]] – June 2026
* [[Questions:Pendulum Motion#q1|simulation]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* electric potential energy – implied by "the energy stored between two electrically-charged plates"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and Using Models
* Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
| DCI1 = PS3.A: Definitions of Energy
* Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
* At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
* These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy is stored in fields moves across space.
| CC1 = Energy and Matter
* Energy can be transferred between one place and another place, between objects and/or fields, or between systems.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-2: 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).</metadesc>

HS-PS3-1

2026-09-27T23:43:03Z

Conrad: Vocabulary: add Physics terms

{{DISPLAYTITLE:HS-PS3-1 {{!}} Energy Conservation}}
{{Navlinks|HS-PS2-5|HS-PS3-2|← HS-PS2-5 (Physics)|HS-PS3-2 (Physics) →|HS-PS1-12|HS-PS3-5|← HS-PS1-12 (Chem)|HS-PS3-5 (Chem) →}}
{{learningstandard
| ls = 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.
| cs = Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.
| ab = 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.
}}
''Note: This is a performance expectation for both HS Physics and HS Chemistry. The Disciplinary Core Ideas to focus on will vary based on whether the standard is being taught in a physics or chemistry class. For physics, the NYSED course map describes the focus as "Conservation of energy, thermal energy, endothermic and exothermic reactions
overlap with Chemistry". For chemistry, the NYSED describes a focus of "Conservation of energy, thermal energy, endothermic and exothermic reactions".''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]]
| style="background-color:white;" | [[Questions:Go With the Flow#q1|Question 18]]
|-
| style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]]
| style="background-color:white;" | [[Questions:Go With the Flow#q2|Question 19]]
|-
| style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]]
| style="background-color:white;" | [[Questions:Go With the Flow#q3|Question 20]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
| style="background-color:white;" | [[Questions:Urban Heat Islands#q1|Question 19]]
|-
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
| style="background-color:white;" | [[Questions:Urban Heat Islands#q2|Question 20]]
|-
| style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]]
| style="background-color:white;" | [[Questions:Balloon Arches#q3|Question 25]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q1|Question 36]]
|-
| rowspan="2" style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]]
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]]
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q4|Question 4]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Create and revise 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.
| Level4 = 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.
| Level3 = Use a given computational model or mathematical representation 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.
| Level2 = Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system.
| Level1 = Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* algebraic expression
* component (of a system)
* computational model
* conservation of energy
* electric field
* electrical energy
* endothermic reaction
* energy
* energy change
* energy conservation
* energy flow
* energy transfer
* energy transformation
* exothermic reaction
* gravitational energy
* gravitational field
* kinetic energy
* mass
* mathematical expression
* mathematical representation
* matter
* particle
* phenomenon
* potential energy
* power
* precision
* qualitative
* radiation
* reliability
* stored energy
* system
* thermal energy
* work
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Go With the Flow#q1|atom]] – Aug 2026
* [[Questions:Go With the Flow#q1|claim]] – Aug 2026, [[Questions:Urban Heat Islands#q1|June 2026]]
* [[Questions:Urban Heat Islands#q1|climate change]] – June 2026
* [[Questions:Go With the Flow#q3|compound]] – Aug 2026
* [[Questions:Go With the Flow#q3|evidence]] – Aug 2026, [[Questions:Urban Heat Islands#q1|June 2026]]
* [[Questions:Go With the Flow#q1|gas]] – Aug 2026
* [[Questions:Go With the Flow#q1|heat]] – Aug 2026, [[Questions:Urban Heat Islands#q1|June 2026]]
* [[Questions:Go With the Flow#q1|heat energy]] – Aug 2026
* [[Questions:Go With the Flow#q2|heat transfer]] – Aug 2026
* [[Questions:Go With the Flow#q2|insulation]] – Aug 2026
* [[Questions:Go With the Flow#q1|liquid]] – Aug 2026
* [[Questions:Go With the Flow#q1|low pressure]] – Aug 2026
* [[Questions:Go With the Flow#q1|metal]] – Aug 2026
* [[Questions:Go With the Flow#q3|molar concentration]] – Aug 2026
* [[Questions:Go With the Flow#q1|properties]] – Aug 2026
* [[Questions:Balloon Arches#q3|reaction]] – June 2026
* [[Questions:Go With the Flow#q3|solution]] – Aug 2026
* [[Questions:Go With the Flow#q1|specific heat]] – Aug 2026, [[Questions:Urban Heat Islands#q1|June 2026]]
* [[Questions:Go With the Flow#q3|substance]] – Aug 2026
* [[Questions:Electricity Generation in New York State#q2|surroundings]] – Aug 2026
* [[Questions:Electricity Generation in New York State#q2|temperature]] – Aug 2026, [[Questions:Urban Heat Islands#q1|June 2026]]
* [[Questions:Go With the Flow#q2|thermal conductivity]] – Aug 2026
* [[Questions:Go With the Flow#q1|vacuum]] – Aug 2026
* [[Questions:Balloon Arches#q3|volume]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* heat equation (q = mcΔT) – implied by "computational model to calculate the change in the energy of one component"
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* algebraic expression
* availability of energy
* change in energy
* charged particles
* component of a system
* compression of a spring
* computational model
* configuration
* conservation of energy
* device
* electric field
* electrical energy
* energy
* energy flow
* energy transfer
* energy transferred
* interaction
* kinetic energy
* mass
* mathematical expression
* mathematical representation
* object
* potential energy
* power
* precision
* qualitative
* radiation
* relative position
* reliability
* simulation
* speed
* stored energy
* system
* thermal energy
* total energy
* work
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:From Astro Blaster to Supernova#q1|dying star]] – June 2026
* [[Questions:Sampler Bungee Jumping#q4|energy transformation]] – Sample 2025
* [[Questions:Sampler Bungee Jumping#q1|gravitational potential energy]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q1|investigation]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|law of conservation of momentum]] – June 2026
* [[Questions:Sampler Bungee Jumping#q4|lowest point]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q1|mathematical model]] – June 2026, [[Questions:Sampler Bungee Jumping#q1|Sample 2025]]
* [[Questions:Sampler Bungee Jumping#q4|mechanical energy]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q1|neglect friction]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|rebound]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|safety]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|safety equipment]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|supernova]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q1|types of energy]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* elastic (spring) potential energy – implied by "compression of a spring"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Create a computational model or simulation of a phenomenon, designed device, process, or system.
| DCI1 = PS3.A: Definitions of Energy
* Energy is a qualitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
| DCI2 = PS3.B: Conservation of Energy and Energy Transfer
* Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
* Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
* The availability of energy limits what can occur in any system.
* (NYSED) Energy exists in many forms, and when these forms change, energy is conserved.
| CC1 = Systems and System Models
* Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Energy
}}
<metadesc>NYS Standard HS-PS3-1: 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.</metadesc>

HS-PS2-5

2026-09-27T23:43:02Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS2-5 {{!}} Electromagnetism}}
{{Navlinks|HS-PS2-4|HS-PS3-1|← HS-PS2-4|HS-PS3-1 →}}
{{learningstandard
| ls = 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.
| cs =
| ab = Assessment is limited to designing and conducting investigations with provided materials and tools.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{{expandthissection2}} 

{{PerformanceLevel}}

{{PLTable
| Level5 = Plan and conduct an investigation to provide evidence that changes in specific physical quantities qualitatively affect the magnetic field produced by an electric current and the electric current produced by a changing magnetic field.
| Level4 = 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.
| Level3 = Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, <b><u>or</b></u> given a plan, 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, <b><u>or</b></u> given a description of an investigation, evaluate if the investigation will provide evidence to support the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, <b><u>or</b></u> revise or complete a plan for an investigation that would provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.
| Level2 = Given experimental data or information, identify the evidence that supports the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.
| Level1 = Identify the cause and effect relationship between an electric current and a magnetic field in a system.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* accuracy
* cause and correlation
* cause and effect
* changing magnetic field
* claim
* cost
* electric charge
* electric current
* electric field
* empirical evidence
* energy
* evidence
* experimental data
* field
* force
* forces at a distance
* interaction
* investigation
* magnet
* magnetic field
* physical quantities
* precision
* reliable measurements
* support (a claim)
* system
* trial
* trials
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* electromagnetic induction – implied by "a changing magnetic field can produce an electric current"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = 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
| DCI1 = PS2.B: Types of Interactions
* Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
| CC1 = Cause and Effect
* Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Forces and Interactions
}}
<metadesc>NYS Standard HS-PS2-5: 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.</metadesc>

HS-PS2-4

2026-09-27T23:43:01Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS2-4 {{!}} Gravitational and Electrostatic Forces}}
{{Navlinks|HS-PS2-3|HS-PS2-5|← HS-PS2-3|HS-PS2-5 →}}
{{learningstandard
| ls = Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict
the gravitational and electrostatic forces between objects.
| cs = Emphasis is on both quantitative and
conceptual descriptions of gravitational and electric fields.
| ab = Assessment is limited to systems with two objects.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q1|Question 30]]
|-
| style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]]
| style="background-color:white;" | [[Questions:Charged Drops#q1|Question 46]]
|-
| style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]]
| style="background-color:white;" | [[Questions:Charged Drops#q2|Question 47]]
|-
| style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]]
| style="background-color:white;" | [[Questions:Charged Drops#q4|Question 49]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to compare magnitudes and directions of the gravitational and electrostatic forces, and predict changes in those forces when more than one variable is changed.
| Level4 = Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to describe and predict the gravitational and electrostatic forces between objects.
| Level3 = Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to describe and/or predict the gravitational force(s) or field, or electrostatic force(s) or field associated with an object or a system of two object, <b><u>or</b></u> describe and/or predict the magnitude of the factor(s) that result in the given forces or fields.
| Level2 = Given data and/or model(s), describe how factor(s) affect the gravitational or electrostatic force(s) acting on two objects, <b><u>or</b></u> describe how factor(s) affect the gravitational ''or'' electrostatic field between two objects.
| Level1 = Given data, information, or a model, draw or identify the direction, with or without the magnitude, of the the gravitational force(s) or field, or electrostatic force(s) or field, <b><u>or</b></u> determine the magnitude of the gravitational force(s) or field, or electrostatic force(s) or field.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* changing magnetic field
* Coulomb's Law
* direction
* electric charge
* electric current
* electric field
* electrostatic force
* energy
* evidence
* field
* force
* forces at a distance
* gravitational field
* gravitational force
* interaction
* magnet
* magnetic field
* magnitude
* mathematical model
* mathematical representation
* Newton's Law of Gravitation
* Newton's law of universal gravitation
* object
* quantitative
* scale (of a model)
* system
* variable
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Charged Drops#q2|attracted]] – June 2026
* [[Questions:Charged Drops#q2|charge]] – June 2026
* [[Questions:Flashlight Physics#q1|charge flow]] – June 2026
* [[Questions:Charged Drops#q1|charged parallel plates]] – June 2026
* [[Questions:Charged Drops#q1|computer simulation]] – June 2026
* [[Questions:Flashlight Physics#q1|direct current (DC)]] – June 2026
* [[Questions:Flashlight Physics#q1|electrical energy]] – June 2026
* [[Questions:Flashlight Physics#q1|electromagnetic radiation]] – June 2026
* [[Questions:Flashlight Physics#q1|electromagnetic spectrum]] – June 2026
* [[Questions:Flashlight Physics#q1|emitted radiation]] – June 2026
* [[Questions:Flashlight Physics#q1|filament]] – June 2026
* [[Questions:Flashlight Physics#q1|infrared]] – June 2026
* [[Questions:Charged Drops#q2|justification]] – June 2026
* [[Questions:Charged Drops#q4|mass]] – June 2026
* [[Questions:Charged Drops#q1|Millikan oil drop experiment]] – June 2026
* [[Questions:Charged Drops#q2|negatively charged]] – June 2026
* [[Questions:Flashlight Physics#q1|net electric field pattern]] – June 2026
* [[Questions:Charged Drops#q2|neutral]] – June 2026
* [[Questions:Charged Drops#q1|oppositely charged]] – June 2026
* [[Questions:Charged Drops#q2|positively charged]] – June 2026
* [[Questions:Charged Drops#q2|repelled]] – June 2026
* [[Questions:Charged Drops#q1|simulation]] – June 2026
* [[Questions:Charged Drops#q1|suspended motionless]] – June 2026
* [[Questions:Flashlight Physics#q1|ultraviolet]] – June 2026
* [[Questions:Flashlight Physics#q1|visible light]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical representations of phenomena to describe explanations.
| DCI1 = PS2.B: Types of Interactions
* Newton's law of universal gravitation and Coulomb's law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.
* Forces at a distance are explained by fields (gravitational, electric, magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
| CC1 = 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.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Forces and Interactions
}}
<metadesc>NYS Standard HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.</metadesc>

HS-PS2-3

2026-09-27T23:43:00Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS2-3 {{!}} Design For Collision Safety}}
{{Navlinks|HS-PS2-2|HS-PS2-4|← HS-PS2-2|HS-PS2-4 →}}
{{learningstandard
| ls = Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a
macroscopic object during a collision.
| cs = 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.
| ab = Assessment is limited to qualitative evaluations and/or algebraic manipulations.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q3|Question 17]]
|-
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q6|Question 20]]
|-
| style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler World Record Jumps|World Record Jumps]]
| style="background-color:white;" | [[Questions:Sampler World Record Jumps#q5|Question 5]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Apply scientific and engineering ideas to design and build a device that minimizes the force on a macroscopic object during a collision and analyze the forces acting on the object during the collision, and use this analysis to refine the divide to further minimize the force of impact during the collision.
| Level4 = Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
| Level3 = Apply scientific and engineering ideas to design a device that reduces the
force on a macroscopic object during a collision and explain how this device reduces the force, <b><u>or</b></u> given the design of a device that minimizes the force on a macroscopic object, apply scientific and engineering ideas to describe how this device can be refined to reduce this force, <b><u>or</b></u> given data for a mechanism designed to minimize the force on a macroscopic object, evaluate the effectiveness of the mechanism based upon given constraints.
| Level2 = Use an algebraic representation to describe how a given device affects the force, time, change in momentum, and/or change in velocity of a macroscopic object during an interaction.
| Level1 = Identify a device from those provided that reduces the force on a macroscopic object during an interaction, <b><u>or</b></u> identify an explanation from those provided for how a given device reduces the force on a macroscopic object.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* algebraic representation
* cause and effect
* change in momentum
* change in velocity
* collision
* constraints
* criteria
* design problem
* design solution
* device
* engineering
* football helmet
* force
* force of impact
* interaction
* macroscopic object
* mechanism
* momentum
* object
* parachute
* qualitative
* solution
* system
* total momentum
* trade-offs
* unanticipated effects
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Motorcycle Helmets#q3|acceleration]] – June 2026
* [[Questions:Motorcycle Helmets#q3|average force]] – June 2026
* [[Questions:Motorcycle Helmets#q3|comes to rest]] – June 2026
* [[Questions:Motorcycle Helmets#q3|impact]] – June 2026, [[Questions:Sampler World Record Jumps#q5|Sample 2025]]
* [[Questions:Motorcycle Helmets#q3|magnitude]] – June 2026, [[Questions:Sampler World Record Jumps#q5|Sample 2025]]
* [[Questions:Motorcycle Helmets#q6|mass]] – June 2026
* [[Questions:Motorcycle Helmets#q3|mathematical representation]] – June 2026
* [[Questions:Motorcycle Helmets#q3|maximum acceleration]] – June 2026
* [[Questions:Motorcycle Helmets#q3|speed at impact]] – June 2026
* [[Questions:Motorcycle Helmets#q6|support (a claim)]] – June 2026
* [[Questions:Motorcycle Helmets#q3|test dummy]] – June 2026
* [[Questions:Motorcycle Helmets#q3|time interval]] – June 2026
* [[Questions:Motorcycle Helmets#q3|trial]] – June 2026
* [[Questions:Motorcycle Helmets#q3|trials]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* impulse – implied by "affects the force, time, change in momentum, and/or change in velocity"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
| DCI1 = PS2.A: Forces and Motion
* If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
| DCI2 = ETS1.C: Optimizing the Design Solution
* Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
| CC1 = Cause and Effect
* Systems can designed to cause a desired effect.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Forces and Interactions
}}
<metadesc>NYS Standard HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.</metadesc>

HS-PS2-2

2026-09-27T23:42:58Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS2-2 {{!}} Conservation of Momentum}}
{{Navlinks|HS-PS2-1|HS-PS2-3|← HS-PS2-1|HS-PS2-3 →}}
{{learningstandard
| ls = 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.
| cs = Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.
| ab = Assessment is limited to systems of two macroscopic bodies moving in one dimension.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q3|Question 38]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Collect and analyze data and 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.
| Level4 = 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.
| Level3 = Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system.
| Level2 = Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system.
| Level1 = Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object.
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* boundaries of a system
* boundary
* claim
* conservation of momentum
* direction
* force
* frame of reference
* initial conditions
* interaction
* macroscopic bodies
* mass
* mathematical representation
* momentum
* net force
* object
* one dimension
* qualitative
* quantitative
* speed
* support (a claim)
* system
* system of objects
* total momentum
* velocity
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:From Astro Blaster to Supernova#q3|before and after collision]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|collision]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|computer simulation]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|law of conservation of momentum]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|rebound]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|refute]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|significant digits]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q3|simulation]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical representations of phenomena to describe explanations.
| DCI1 = PS2.A: Forces and Motion
* Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
* If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
| CC1 = Systems and System Models
* When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Forces and Interactions
}}
<metadesc>NYS Standard HS-PS2-2: 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.</metadesc>

HS-PS2-1

2026-09-27T23:42:57Z

Conrad: Add Vocabulary section (Physics)

{{DISPLAYTITLE:HS-PS2-1 {{!}} Newton's Laws}}
{{Navlinks|HS-PS1-8|HS-PS2-2|← HS-PS1-8|HS-PS2-2 →}}
{{learningstandard
| ls = 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.
| cs = 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).
| ab = Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.
}}
{{NYSEDspecific}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="7" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]]
| style="background-color:white;" | [[Questions:Pendulum Motion#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]]
| style="background-color:white;" | [[Questions:Pendulum Motion#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Pendulum Motion|Pendulum Motion]]
| style="background-color:white;" | [[Questions:Pendulum Motion#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q4|Question 18]]
|-
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q2|Question 37]]
|-
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q4|Question 39]]
|-
| style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]]
| style="background-color:white;" | [[Questions:Charged Drops#q5|Question 50]]
|-
| rowspan="5" style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler World Record Jumps|World Record Jumps]]
| style="background-color:white;" | [[Questions:Sampler World Record Jumps#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping|Bungee Jumping]]
| style="background-color:white;" | [[Questions:Sampler Bungee Jumping#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Sampler World Record Jumps|World Record Jumps]]
| style="background-color:white;" | [[Questions:Sampler World Record Jumps#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Sampler World Record Jumps|World Record Jumps]]
| style="background-color:white;" | [[Questions:Sampler World Record Jumps#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Sampler World Record Jumps|World Record Jumps]]
| style="background-color:white;" | [[Questions:Sampler World Record Jumps#q4|Question 4]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Plan and conduct an investigation to support a claim that describes the mathematical relationships among the net force on a macroscopic object, its mass, and its acceleration, and make predictions using the results of the investigation by applying Newton’s Laws of Motion.
| Level4 = 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.
| Level3 = Analyze and/or interpret data for an object acted
upon by unbalanced force(s) by applying the mathematical relationships described in Newton’s Laws of Motion to determine the net force acting on the object, the mass, or the acceleration of the object, or analyze and/or interpret data for an object acted upon by unbalanced force(s) using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the unbalanced force(s) act(s) on a macroscopic object.
| Level2 = Analyze and/or interpret data for an object acted upon by balanced forces by
applying the mathematical relationships described in Newton’s Laws of Motion to quantify the force(s) acting on a macroscopic object, or determine the net force acting on the object, the mass, or acceleration of the object, or analyze and/or interpret data for an object acted upon by balanced forces using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the balanced forces act on a macroscopic object.
| Level1 = Identify the data or information that supports the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and/or its acceleration, or identify the data or information that supports a prediction or explanation of a macroscopic object’s motion for an object acted upon by balanced or unbalanced force(s).
}}

== Vocabulary ==
Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* acceleration
* balanced forces
* cause and correlation
* cause and effect
* circular motion
* claim
* constant force
* design solution
* direction
* displacement
* empirical evidence
* equilibrium
* falling object
* force
* friction
* interaction
* investigation
* kinematics
* macroscopic object
* mass
* mathematical representation
* mechanism
* net force
* Newton's First Law
* Newton's Laws of Motion
* Newton's Second Law of Motion
* Newton's Third Law
* non-relativistic speeds
* object
* object sliding down a ramp
* projectile motion
* scalar
* speed
* support (a claim)
* theory
* unbalanced force
* vector
* vector diagram
* velocity
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:From Astro Blaster to Supernova#q2|acceleration due to gravity]] – June 2026
* [[Questions:Sampler World Record Jumps#q1|air]] – Sample 2025
* [[Questions:Pendulum Motion#q4|air resistance]] – June 2026
* [[Questions:Sampler Bungee Jumping#q2|at rest]] – Sample 2025
* [[Questions:Pendulum Motion#q3|circular path]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q4|collision]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q4|computer simulation]] – June 2026
* [[Questions:Sampler World Record Jumps#q4|constant speed]] – Sample 2025
* [[Questions:Pendulum Motion#q3|force diagram]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q2|free fall]] – June 2026
* [[Questions:Sampler World Record Jumps#q2|horizontal distance]] – Sample 2025
* [[Questions:Sampler World Record Jumps#q1|horizontal force]] – Sample 2025
* [[Questions:Sampler World Record Jumps#q1|horizontal speed]] – Sample 2025
* [[Questions:Motorcycle Helmets#q4|impact]] – June 2026
* [[Questions:Sampler World Record Jumps#q3|initial vertical velocity]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q2|justification]] – June 2026
* [[Questions:Pendulum Motion#q4|lowest point]] – June 2026
* [[Questions:Pendulum Motion#q4|magnitude]] – June 2026, [[Questions:Sampler World Record Jumps#q1|Sample 2025]]
* [[Questions:Sampler World Record Jumps#q3|mathematical model]] – Sample 2025
* [[Questions:Pendulum Motion#q3|maximum height]] – June 2026
* [[Questions:Motorcycle Helmets#q4|maximum net force]] – June 2026
* [[Questions:Pendulum Motion#q3|maximum speed]] – June 2026
* [[Questions:From Astro Blaster to Supernova#q4|momentum vector]] – June 2026
* [[Questions:Pendulum Motion#q3|neglect air resistance]] – June 2026
* [[Questions:Sampler Bungee Jumping#q2|normal force]] – Sample 2025
* [[Questions:From Astro Blaster to Supernova#q2|refute]] – June 2026, [[Questions:Sampler World Record Jumps#q1|Sample 2025]]
* [[Questions:From Astro Blaster to Supernova#q2|speed at impact]] – June 2026
* [[Questions:Sampler World Record Jumps#q1|time in air]] – Sample 2025
* [[Questions:Sampler World Record Jumps#q1|velocity component]] – Sample 2025
* [[Questions:Pendulum Motion#q5|vertical acceleration]] – June 2026
* [[Questions:Pendulum Motion#q5|vertical motion]] – June 2026
* [[Questions:Pendulum Motion#q5|vertical velocity]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* centripetal force – implied by "an object moving in a circular motion"
* inertia – implied by "objects in equilibrium (Newton's First Law)"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Analyzing and interpreting data: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
| SEP2 = Science models, laws, mechanisms, and theories explain natural phenomena: theories and laws provide explanations in science.
| DCI1 = Forces and motion: Newton’s second law accurately predicts changes in the motion of macroscopic objects.
| CC1 = Cause and effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Forces and Interactions
}}
<metadesc>NYS Standard HS-PS2-1: 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.</metadesc>

HS-PS1-8

2026-09-27T23:42:56Z

Conrad: Vocabulary: add Physics terms

{{DISPLAYTITLE:HS-PS1-8 {{!}} Nuclear Processes}}
{{Navlinks
||HS-PS2-1||HS-PS2-1 (Physics) →
|HS-PS1-3|HS-PS1-9|← HS-PS1-3 (Chem)|HS-PS1-9 (Chem) →
}}
{{learningstandard
| ls = 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.
| cs = 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.
| ab = Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma radioactive decays.
}}
''Note: This is a performance expectation for both HS Physics and HS Chemistry. For physics, there is a focus on "scale of energy released". For chemistry, there is a focus on "qualitative focus, understanding the conservation of mass and charge" (as per the NYSED high school course maps).''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]]
| style="background-color:white;" | [[Questions:Electricity Generation in New York State#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]]
| style="background-color:white;" | [[Questions:Parade of Balloons#q5|Question 43]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom|How Glow Became Gloom]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Photosynthetic Pathways|Photosynthetic Pathways]]
| style="background-color:white;" | [[Questions:Photosynthetic Pathways#q2|Question 39]]
|-
| style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]]
| style="background-color:white;" | [[Questions:Indoor Air Pollution#q2|Question 47]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion|Emission Spectra and Nuclear Fusion]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion#q3|Question 23]]
|-
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion|Emission Spectra and Nuclear Fusion]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion#q4|Question 24]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop, evaluate, and revise models to compare and contrast changes in the composition of the nucleus of the atom and scale of energy released during nuclear processes.
| Level4 = 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.
| Level3 = Develop and/or use a model(s) to compare and/or contrast the changes in the composition of the nucleus of the atom or the scale of energy released during a nuclear process to other transformations.
| Level2 = Develop and/or use a model of a nuclear process to predict the changes in the composition of the nucleus of the atom.
| Level1 = Use a model/information to identify a change in the composition of the nucleus of the atom or a nuclear process.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absorption (of energy)
* alpha decay
* atom
* beta decay
* charge
* component (of a system)
* conservation of charge
* conservation of mass
* energy
* evidence
* fission
* fusion
* gamma decay
* matter
* neutron
* nuclear energy
* nuclear process
* nucleus
* positron
* positron decay
* proton
* qualitative
* quantitative
* radioactive decay
* scale of energy
* system
* transformation
* unstable nucleus
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Electricity Generation in New York State#q4|alpha particle]] – Aug 2026, [[Questions:How Glow Became Gloom#q1|June 2026]]
* [[Questions:Electricity Generation in New York State#q4|decay series]] – Aug 2026
* [[Questions:Electricity Generation in New York State#q1|electrical energy]] – Aug 2026
* [[Questions:How Glow Became Gloom#q1|electron]] – June 2026
* [[Questions:Parade of Balloons#q5|element]] – Aug 2026, [[Questions:How Glow Became Gloom#q1|June 2026]]
* [[Questions:Electricity Generation in New York State#q1|gas]] – Aug 2026
* [[Questions:How Glow Became Gloom#q1|isotope]] – June 2026
* [[Questions:Electricity Generation in New York State#q5|isotopic notation]] – Aug 2026
* [[Questions:Parade of Balloons#q5|mass number]] – Aug 2026
* [[Questions:How Glow Became Gloom#q1|mixture]] – June 2026
* [[Questions:Electricity Generation in New York State#q1|mole]] – Aug 2026
* [[Questions:Electricity Generation in New York State#q5|nuclear decay]] – Aug 2026, [[Questions:Indoor Air Pollution#q2|June 2026]]
* [[Questions:How Glow Became Gloom#q1|particle]] – June 2026
* [[Questions:Electricity Generation in New York State#q4|product]] – Aug 2026
* [[Questions:Electricity Generation in New York State#q1|reaction]] – Aug 2026
* [[Questions:How Glow Became Gloom#q1|substance]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* nuclear equation – implied by "models to illustrate the changes in the composition of the nucleus"
* transmutation – implied by "changes in the composition of the nucleus of the atom"
</div>

'''<big>Physics</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* alpha decay
* beta decay
* charge
* component of a system
* composition of the nucleus
* energy
* energy released
* evidence
* fission
* fusion
* gamma decay
* mass
* neutron
* nuclear process
* nucleus of the atom
* positron decay
* proton
* qualitative
* qualitative model
* quantitative
* radioactive decay
* scale (of a model)
* system
* unstable nuclei
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Emission Spectra and Nuclear Fusion#q4|chemical reaction]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|claim]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q4|combustion reaction]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|deuterium]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|difference in mass]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|formation of atoms]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|helium]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|helium nucleus]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|hydrogen]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|mass is converted to energy]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|nuclear fusion]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|star]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|support (a claim)]] – June 2026
* [[Questions:Emission Spectra and Nuclear Fusion#q3|universe]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* isotope – [[Questions:Emission Spectra and Nuclear Fusion#q3|June 2026 Emission Spectra and Nuclear Fusion]] writes deuterium as <sup>2</sup><sub>1</sub>H and calls it "a form of hydrogen".
* mass–energy equivalence (''E'' = ''mc''<sup>2</sup>) – [[Questions:Emission Spectra and Nuclear Fusion#q3|June 2026 Emission Spectra and Nuclear Fusion]] asks students to "support the claim that mass is converted to energy" in a fusion model. Note that [[HS-PS1-8]] "does not include quantitative calculation of energy released".
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and Using Models
* Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
| DCI1 = PS1.C: Nuclear Processes
* Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
| CC1 = Energy and Matter
* In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
}}


{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Structure and Properties of Matter
}}
<metadesc>NYS Standard HS-PS1-8: 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.</metadesc>

HS-ETS1-4

2026-09-27T23:17:52Z

Conrad: Vocabulary: add Earth & Space Science terms

{{learningstandard
| ls = 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.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park|Mount Morris Dam in Letchworth State Park]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park#q4|Question 41]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.
| Level4 = 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.
| Level3 = Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.
| Level2 = Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.
| Level1 = Identify the impact of a given solution to a complex real-world problem.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* computer simulation
* constraint
* criteria
* design solution
* energy
* matter
* system
</div>

'''<big>Physics</big>'''

''Physics terms for this standard have not been added yet.''

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* matter
* system model
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* computer simulation
* constraints
* criteria
* design solution
* Earth
* model
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|erosion]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|fresh water]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|river]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q4|sediment]] – Jan 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematics and Computational Thinking
* Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.
| DCI1 = ETS1.B: Developing Possible Solutions
* Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
| CC1 = Systems and System Models
* Models (e.g., physical, mathematical, computer models) can be used to simulate systems and their interactions – include energy, matter, and information flows – within and between systems at different scales.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-3

2026-09-27T23:17:51Z

Conrad: Vocabulary: add Earth & Space Science terms

{{learningstandard
| ls = 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.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water|Safe Transport of Drinking Water]]
| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q1|Question 44]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom|How Glow Became Gloom]]
| style="background-color:white;" | [[Questions:How Glow Became Gloom#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]]
| style="background-color:white;" | [[Questions:Balloon Arches#q5|Question 27]]
|-
| style="background-color:white;" | [[Questions:Photosynthetic Pathways|Photosynthetic Pathways]]
| style="background-color:white;" | [[Questions:Photosynthetic Pathways#q4|Question 41]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova|From Astro Blaster to Supernova]]
| style="background-color:white;" | [[Questions:From Astro Blaster to Supernova#q5|Question 40]]
|-
| style="background-color:white;" | [[Physics Sample Question Clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Sampler Automotive Optics|Automotive Optics]]
| style="background-color:white;" | [[Questions:Sampler Automotive Optics#q5|Question 5]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Deep-Sea Dilemmas|Deep-Sea Dilemmas]]
| style="background-color:white;" | [[Questions:Deep-Sea Dilemmas#q4|Question 8]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?|Nitrogen: Friend or Foe?]]
| style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?#q4|Question 9]]
|-
| style="background-color:white;" | [[Questions:Polycystic Ovary Syndrome (PCOS)|Polycystic Ovary Syndrome (PCOS)]]
| style="background-color:white;" | [[Questions:Polycystic Ovary Syndrome (PCOS)#q4|Question 18]]
|-
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]]
| style="background-color:white;" | [[Questions:Buzzy Bees#q5|Question 32]]
|-
| style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Space Invader|Space Invader]]
| style="background-color:white;" | [[Questions:Space Invader#q4|Question 9]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]]
| style="background-color:white;" | [[Questions:Ivory and Elephants|Ivory and Elephants]]
| style="background-color:white;" | [[Questions:Ivory and Elephants#q5|Question 19]]
|-
| style="background-color:white;" | [[Questions:The Human Journey from One Cell to 30 Trillion|The Human Journey from One Cell to 30 Trillion]]
| style="background-color:white;" | [[Questions:The Human Journey from One Cell to 30 Trillion#q5|Question 41]]
|-
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction|Driving the Florida Panther to Extinction]]
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction#q4|Question 45]]
|-
| rowspan="3" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline|Salt Marsh Shoreline]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline#q4|Question 25]]
|-
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline|Salt Marsh Shoreline]]
| style="background-color:white;" | [[Questions:Salt Marsh Shoreline#q6|Question 27]]
|-
| style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs|Keystone Species: Black-Tailed Prairie Dogs]]
| style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|Question 42]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster|Coral Reefs]]
| style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster#q6|Question 6]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q5|Question 32]]
|-
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|Question 46]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q2|Question 20]]
|-
| style="background-color:white;" | [[Questions:New York’s Concrete Industry|New York’s Concrete Industry]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry#q4|Question 31]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q5|Question 37]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q5|Question 40]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.
| Level4 = Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
| Level3 = Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.
| Level2 = Describe a solution to a complex real-world problem based on given criteria and constraints.
| Level1 = Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* evidence
* reliability
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Safe Transport of Drinking Water#q1|alloy]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|corrosion]] – Aug 2026
* [[Questions:Photosynthetic Pathways#q4|crystal]] – June 2026
* [[Questions:Safe Transport of Drinking Water#q1|element]] – Aug 2026
* [[Questions:How Glow Became Gloom#q5|energy]] – June 2026
* [[Questions:Safe Transport of Drinking Water#q1|heat]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|ion]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|long-chained molecule]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|malleability]] – Aug 2026
* [[Questions:Safe Transport of Drinking Water#q1|mixture]] – Aug 2026
* [[Questions:How Glow Became Gloom#q5|particle]] – June 2026
* [[Questions:Balloon Arches#q5|substance]] – June 2026
</div>

'''<big>Physics</big>'''

''Physics terms for this standard have not been added yet.''

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* environmental impacts
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Nitrogen: Friend or Foe?#q4|algae]] – June 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|animal model]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|aquatic]] – June 2025
* [[Questions:Ivory and Elephants#q5|biodiversity]] – Aug 2025, [[Questions:Coral Reefs Sample Cluster#q6|Sample 2024]]
* [[Questions:Driving the Florida Panther to Extinction#q4|breeding]] – Aug 2025
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|burrow]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|carbon]] – June 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|cardiac muscle]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|cell]] – Aug 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|claim]] – Aug 2025, [[Questions:Coral Reefs Sample Cluster#q6|Sample 2024]]
* [[Questions:Buzzy Bees#q5|colony]] – June 2026
* [[Questions:Buzzy Bees#q5|competition]] – June 2026
* [[Questions:Salt Marsh Shoreline#q4|complex interactions]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|coral reef]] – Sample 2024
* [[Questions:Buzzy Bees#q5|disease]] – June 2026, [[Questions:The Human Journey from One Cell to 30 Trillion#q5|Aug 2025]], [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025]]
* [[Questions:Deep-Sea Dilemmas#q4|ecosystem]] – Aug 2026, [[Questions:Ivory and Elephants#q5|Aug 2025]], [[Questions:Salt Marsh Shoreline#q4|June 2025]]
* [[Questions:Driving the Florida Panther to Extinction#q4|ecosystem stability]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|embryo]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|erosion]] – June 2025
* [[Questions:Space Invader#q4|fishing]] – Jan 2026, [[Questions:Salt Marsh Shoreline#q6|June 2025]]
* [[Questions:Salt Marsh Shoreline#q4|flood]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|fluctuation]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|food web]] – Sample 2024
* [[Questions:Ivory and Elephants#q5|habitat]] – Aug 2025, [[Questions:Salt Marsh Shoreline#q4|June 2025]]
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|heart]] – Aug 2025
* [[Questions:Space Invader#q4|herbicide]] – Jan 2026
* [[Questions:Nitrogen: Friend or Foe?#q4|human activity]] – June 2026
* [[Questions:Ivory and Elephants#q5|hunting]] – Aug 2025
* [[Questions:Deep-Sea Dilemmas#q4|hydrothermal vent]] – Aug 2026
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|infection]] – June 2025
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|insecticide]] – June 2025
* [[Questions:Coral Reefs Sample Cluster#q6|invasive species]] – Sample 2024
* [[Questions:Ivory and Elephants#q5|land use]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|migration]] – June 2025
* [[Questions:Deep-Sea Dilemmas#q4|mineral]] – Aug 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|model organism]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|muscle]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|muscle cell]] – Aug 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|nerve]] – Aug 2025
* [[Questions:Nitrogen: Friend or Foe?#q4|nitrogen]] – June 2026
* [[Questions:Nitrogen: Friend or Foe?#q4|non-native species]] – June 2026
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|organ]] – Aug 2025
* [[Questions:Buzzy Bees#q5|pesticide]] – June 2026
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|plague (Sylvatic Plague)]] – June 2025
* [[Questions:Ivory and Elephants#q5|poaching]] – Aug 2025
* [[Questions:Buzzy Bees#q5|pollination]] – June 2026
* [[Questions:Deep-Sea Dilemmas#q4|population]] – Aug 2026, [[Questions:Nitrogen: Friend or Foe?#q4|June 2026]], [[Questions:Space Invader#q4|Jan 2026]], [[Questions:Ivory and Elephants#q5|Aug 2025]], [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025]]
* [[Questions:Ivory and Elephants#q5|range (of a population)]] – Aug 2025
* [[Questions:Ivory and Elephants#q5|resources]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|restoration]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|root]] – June 2025
* [[Questions:Nitrogen: Friend or Foe?#q4|runoff]] – June 2026
* [[Questions:Salt Marsh Shoreline#q4|salt marsh]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|soil]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|species]] – June 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|survival]] – Aug 2025
* [[Questions:Salt Marsh Shoreline#q4|terrestrial]] – June 2025
* [[Questions:The Human Journey from One Cell to 30 Trillion#q5|tissue]] – Aug 2025
* [[Questions:Coral Reefs Sample Cluster#q6|transplanting]] – Sample 2024
* [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|vaccination]] – June 2025
* [[Questions:Salt Marsh Shoreline#q4|wetland]] – June 2025
* [[Questions:Driving the Florida Panther to Extinction#q4|wildlife corridor (wildlife bridge)]] – Aug 2025
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* cost, safety, reliability, and aesthetics
* costs and benefits
* criteria
* Earth
* new technologies
* prioritized criteria
* social, cultural, and environmental impacts
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|atmosphere]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|biodiversity]] – Aug 2026, [[Questions:Ghost Forests#q5|June 2025]]
* [[Questions:Ghost Forests#q5|breakwaters]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|carbon dioxide]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|climate change]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|condensation]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|condensation nuclei]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|dams]] – Aug 2026, [[Questions:New York’s Concrete Industry#q4|June 2026]]
* [[Questions:New York’s Concrete Industry#q4|density]] – June 2026
* [[Questions:Ghost Forests#q5|dunes]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|Earth’s surface]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|energy flow]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|evaporation]] – Aug 2026
* [[Questions:Ghost Forests#q5|ghost forest]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|greenhouse gases]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|ice]] – June 2026
* [[Questions:The Aral Sea Region#q5|irrigation]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|marine cloud brightening (MCB)]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|model]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|ocean]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|porosity]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|precipitation]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|properties of water]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|radiation]] – Aug 2026
* [[Questions:The Aral Sea Region#q5|river]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|runoff]] – June 2026
* [[Questions:Ghost Forests#q5|sand fencing]] – June 2025
* [[Questions:The Aral Sea Region#q5|sea level]] – Aug 2026
* [[Questions:Ghost Forests#q5|seawall]] – June 2025
* [[Questions:The Aral Sea Region#q5|sediment]] – Aug 2026, [[Questions:New York’s Concrete Industry#q4|June 2026]]
* [[Questions:Ghost Forests#q5|soil]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|solar radiation]] – Aug 2026, [[Questions:Bennu#q5|Jan 2026]]
* [[Questions:The Aral Sea Region#q5|streamflow]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q4|surface temperature]] – June 2026
* [[Questions:The Aral Sea Region#q5|water quality]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|weather patterns]] – Aug 2026
* [[Questions:Ghost Forests#q5|wetlands]] – June 2025
* [[Questions:Ghost Forests#q5|wind erosion]] – June 2025
* [[Questions:Bennu#q5|Yarkovsky Effect]] – Jan 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
| DCI1 = ETS1.B: Developing Possible Solutions
* When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
| CC1 = ''Connections to Engineering, Technology, and Applications of Science:'' Influence of Science, Engineering, and Technology on Society and the Natural World
* New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-2

2026-09-27T23:17:50Z

Conrad: Vocabulary: add Earth & Space Science terms

{{learningstandard
| ls = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q3|Question 12]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
| style="background-color:white;" | [[Questions:Urban Heat Islands#q4|Question 22]]
|-
| style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]]
| style="background-color:white;" | [[Questions:Indoor Air Pollution#q1|Question 46]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q1|Question 15]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]]
| style="background-color:white;" | [[Questions:Invasive Mussels#q5|Question 39]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
| style="background-color:white;" | [[Questions:Two Kinds of Twins#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats|Honeybee Behavior and Threats]]
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q1|Question 28]]
|-
| style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
| style="background-color:white;" | [[Questions:Nature or Nurture?#q6|Question 48]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q5|Question 45]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.
| Level4 = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
| Level3 = Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
| Level2 = Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
| Level1 = Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* evidence
* optimize
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Indoor Air Pollution#q1|alpha particle]] – June 2026
* [[Questions:Indoor Air Pollution#q1|energy]] – June 2026
* [[Questions:Indoor Air Pollution#q1|evaporation]] – June 2026
* [[Questions:Indoor Air Pollution#q1|gas]] – June 2026
* [[Questions:Indoor Air Pollution#q1|liquid]] – June 2026
* [[Questions:Indoor Air Pollution#q1|radioactive]] – June 2026
* [[Questions:Indoor Air Pollution#q1|solid]] – June 2026
* [[Questions:Indoor Air Pollution#q1|sublimation]] – June 2026
* [[Questions:Indoor Air Pollution#q1|temperature]] – June 2026
* [[Questions:The Great American Solar Eclipse#q3|transmittance]] – Aug 2026
* [[Questions:The Great American Solar Eclipse#q3|visible light]] – Aug 2026
* [[Questions:Indoor Air Pollution#q1|volatile organic compound (VOC)]] – June 2026
* [[Questions:Indoor Air Pollution#q1|volatility]] – June 2026
* [[Questions:The Great American Solar Eclipse#q3|wavelength]] – Aug 2026
</div>

'''<big>Physics</big>'''

''Physics terms for this standard have not been added yet.''

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* design solution
* trade-off
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Two Kinds of Twins#q5|amino acid sequence]] – Jan 2026
* [[Questions:Invasive Mussels#q5|aquatic]] – Aug 2026
* [[Questions:Honeybee Behavior and Threats#q1|behavior]] – Jan 2026
* [[Questions:Nature or Nurture?#q6|body cell]] – June 2025
* [[Questions:Nature or Nurture?#q6|cell]] – June 2025
* [[Questions:Invasive Mussels#q5|compound]] – Aug 2026
* [[Questions:Two Kinds of Twins#q5|diabetes]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|DNA]] – Jan 2026, [[Questions:Nature or Nurture?#q6|June 2025]]
* [[Questions:Invasive Mussels#q5|ecosystem]] – Aug 2026
* [[Questions:Two Kinds of Twins#q5|enzyme]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|gene]] – Jan 2026, [[Questions:Nature or Nurture?#q6|June 2025]]
* [[Questions:Two Kinds of Twins#q5|gene expression]] – Jan 2026
* [[Questions:Nature or Nurture?#q6|gene therapy]] – June 2025
* [[Questions:Two Kinds of Twins#q5|genetic technology]] – Jan 2026
* [[Questions:Invasive Mussels#q5|larva]] – Aug 2026
* [[Questions:Nature or Nurture?#q6|mitosis]] – June 2025
* [[Questions:Honeybee Behavior and Threats#q1|predator]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|protein]] – Jan 2026
* [[Questions:Honeybee Behavior and Threats#q1|resources]] – Jan 2026
* [[Questions:Honeybee Behavior and Threats#q1|social insect]] – Jan 2026
* [[Questions:Two Kinds of Twins#q5|splicing]] – Jan 2026
* [[Questions:Invasive Mussels#q5|survival]] – Aug 2026
* [[Questions:Nature or Nurture?#q6|tumor]] – June 2025
* [[Questions:Honeybee Behavior and Threats#q1|waggle dance]] – Jan 2026
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* criteria
* design solution
* Earth
* prioritized criteria
* sub-problems
* trade-offs
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Human Impact on Earth#q5|biomass]] – June 2025
* [[Questions:Human Impact on Earth#q5|climate change]] – June 2025
* [[Questions:Human Impact on Earth#q5|mining]] – June 2025
* [[Questions:Human Impact on Earth#q5|natural gas]] – June 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations
| DCI1 = EST1.C: Optimizing the Design Solution
* Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
| CC1 = ''N/A''
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ETS1-1

2026-09-27T23:17:49Z

Conrad: Vocabulary: add Earth & Space Science terms

{{learningstandard
| ls = Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
| cs =
| ab =
}}
''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Chemistry</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
| style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]]
| style="background-color:white;" | [[Questions:Parade of Balloons#q2|Question 40]]
|-
| style="background-color:white;" | [[Chemistry sample question clusters|Sample clusters]] (Spring 2025)
| style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster|Smartphone Chemistry]]
| style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster#q4|Question 4]]
|}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Flashlight Physics|Flashlight Physics]]
| style="background-color:white;" | [[Questions:Flashlight Physics#q6|Question 35]]
|}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:Parrots and Biodiversity|Parrots and Biodiversity]]
| style="background-color:white;" | [[Questions:Parrots and Biodiversity#q5|Question 44]]
|-
| style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]]
| style="background-color:white;" | [[Questions:The Permafrost Problem#q4|Question 48]]
|-
| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|Question 27]]
|-
| style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Diabetes|Diabetes]]
| style="background-color:white;" | [[Questions:Diabetes#q5|Question 27]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]]
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q5|Question 5]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster|Prostaglandins]]
| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster#q6|Question 6]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q5|Question 40]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q2|Question 32]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.
| Level4 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
| Level3 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
| Level2 = Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.
| Level1 = Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.
}}
== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Chemistry</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* energy
* qualitative
* quantitative
</div>

'''<big>Physics</big>'''

''Physics terms for this standard have not been added yet.''

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* constraint
* criteria
* pollution
* societal needs and wants
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Prostaglandins Sample Cluster#q6|animal model]] – Sample 2024
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|atmosphere]] – June 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Old Forest Sample Cluster#q5|biodiversity]] – Sample 2024
* [[Questions:Diabetes#q5|blood]] – Jan 2026
* [[Questions:Diabetes#q5|blood sugar]] – Jan 2026
* [[Questions:Prostaglandins Sample Cluster#q6|cancer]] – Sample 2024
* [[Questions:The Permafrost Problem#q4|carbon]] – Aug 2026, [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|June 2026]], [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|carbon cycle]] – June 2026
* [[Questions:Old Forest Sample Cluster#q5|carbon sequestration]] – Sample 2024
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q5|consumer]] – June 2026
* [[Questions:Diabetes#q5|diabetes]] – Jan 2026
* [[Questions:Prostaglandins Sample Cluster#q6|DNA]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|ecosystem]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|extinction]] – Sample 2024
* [[Questions:Diabetes#q5|frequency]] – Jan 2026
* [[Questions:Old Forest Sample Cluster#q5|habitat]] – Sample 2024
* [[Questions:Old Forest Sample Cluster#q5|human activity]] – Sample 2024
* [[Questions:Diabetes#q5|infection]] – Jan 2026
* [[Questions:The Permafrost Problem#q4|nitrogen]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|permafrost]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|reforestation]] – Aug 2026
* [[Questions:The Permafrost Problem#q4|soil]] – Aug 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
* [[Questions:Parrots and Biodiversity#q5|species]] – Aug 2026, [[Questions:Old Forest Sample Cluster#q5|Sample 2024]]
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* complex real-world problem
* constraints
* costs and benefits
* criteria
* Earth
* global challenge
* new technologies
* pollution
* risk mitigation
* societal needs and wants
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Mining and Use of Lithium#q2|air pollution]] – June 2025
* [[Questions:Mining and Use of Lithium#q2|pollutants]] – June 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Asking Questions and Defining Problems
* Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
| DCI1 = ETS1.A: Defining and Delimiting Engineering Problems
* Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
* Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
| CC1 = ''Connections to Engineering, Technology, and Applications of Science:'' Influence of Science, Engineering, and Technology on Society and the Natural World
* New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]]
| TOPIC = HS. Engineering Design
}}
<metadesc>NYS Standard 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.</metadesc>

HS-ESS3-6

2026-09-27T23:17:48Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-6 {{!}} Human Impact on Earth Systems}}
{{Navlinks|HS-ESS3-4||← HS-ESS3-4|}}
{{learningstandard
| ls = Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
| cs = Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.
| ab = Assessment does not include running computational representations but is limited to using the published results of scientific computational models.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator|Earth’s Oceans–A Climate Change Indicator]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator#q2|Question 16]]
|-
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q3|Question 25]]
|-
| style="background-color:white;" | [[Questions:The Gulf|The Gulf]]
| style="background-color:white;" | [[Questions:The Gulf#q1|Question 33]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry|New York’s Concrete Industry]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry#q2|Question 29]]
|-
| style="background-color:white;" | [[Questions:New York’s Concrete Industry|New York’s Concrete Industry]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry#q3|Question 30]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Doggerland|Doggerland]]
| style="background-color:white;" | [[Questions:Doggerland#q4|Question 27]]
|-
| rowspan="4" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q2|Question 37]]
|-
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide|Atmospheric Carbon Dioxide]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide#q2|Question 47]]
|-
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide|Atmospheric Carbon Dioxide]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide#q3|Question 48]]
|-
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide|Atmospheric Carbon Dioxide]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide#q4|Question 49]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q4|Question 34]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Create a computational representation to illustrate the relationships among Earth systems and make a claim using empirical data about how those relationships are being modified due to human activity.
| Level4 = Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
| Level3 = Given data and/or a model (computational representation), describe a relationship among Earth systems and how that relationship is being modified due to human activity.
| Level2 = Given data and/or a model (computational representation), identify the relationship between two Earth systems that are being modified due to human activity.
| Level1 = Given data and/or a model (computational/ graphic representation), identify how one Earth system is being modified due to human activity.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* atmosphere
* biosphere
* carbon dioxide
* climate change
* computational representation
* computer simulation
* cryosphere
* design solution
* Earth
* geosphere
* global climate models
* global temperatures
* greenhouse gases
* human activity
* hydrosphere
* marine populations
* model
* ocean
* ocean acidification
* photosynthetic biomass
* regional climate change
* sea organism health
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Atmospheric Carbon Dioxide#q2|acidic]] – Aug 2025
* [[Questions:The Gulf#q1|agricultural runoff]] – Aug 2026
* [[Questions:Dams and Flood Mitigation#q2|algal bloom]] – Aug 2025
* [[Questions:Atmospheric Carbon Dioxide#q2|alkaline]] – Aug 2025
* [[Questions:Dams and Flood Mitigation#q2|aquifer]] – Aug 2025
* [[Questions:The Gulf#q1|basin]] – Aug 2026
* [[Questions:Dams and Flood Mitigation#q2|biodiversity]] – Aug 2025
* [[Questions:Mining and Use of Lithium#q4|brine]] – June 2025
* [[Questions:Doggerland#q4|carbon]] – Jan 2026
* [[Questions:New York’s Concrete Industry#q2|carbon emissions]] – June 2026, [[Questions:Doggerland#q4|Jan 2026]]
* [[Questions:New York’s Concrete Industry#q2|carbon footprint]] – June 2026
* [[Questions:Atmospheric Carbon Dioxide#q3|carbonate ions]] – Aug 2025
* [[Questions:Dams and Flood Mitigation#q2|delta]] – Aug 2025
* [[Questions:The Gulf#q1|dissolved oxygen]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q3|dredging]] – Aug 2026
* [[Questions:Dams and Flood Mitigation#q2|drinking water]] – Aug 2025
* [[Questions:New York’s Concrete Industry#q2|emissions]] – June 2026
* [[Questions:Carbon Emissions in Industry#q3|erosion]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q4|evaporation]] – June 2025
* [[Questions:New York’s Concrete Industry#q3|evapotranspiration]] – June 2026
* [[Questions:Dams and Flood Mitigation#q2|groundwater]] – Aug 2025
* [[Questions:Atmospheric Carbon Dioxide#q3|hydrogen]] – Aug 2025
* [[Questions:The Gulf#q1|hypoxia]] – Aug 2026
* [[Questions:The Gulf#q1|hypoxic zone]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q3|impermeable]] – June 2026
* [[Questions:New York’s Concrete Industry#q3|infiltration]] – June 2026
* [[Questions:Dams and Flood Mitigation#q2|irrigation]] – Aug 2025
* [[Questions:The Gulf#q1|lakes]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q4|land use]] – June 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q2|lithosphere]] – Aug 2026, [[Questions:Mining and Use of Lithium#q4|June 2025]]
* [[Questions:Atmospheric Carbon Dioxide#q3|marine calcifiers]] – Aug 2025
* [[Questions:Dams and Flood Mitigation#q2|migration]] – Aug 2025
* [[Questions:Carbon Emissions in Industry#q3|mining]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q2|ocean heat content]] – Aug 2026
* [[Questions:The Gulf#q1|oxygen]] – Aug 2026, [[Questions:Dams and Flood Mitigation#q2|Aug 2025]]
* [[Questions:The Gulf#q1|peninsula]] – Aug 2026
* [[Questions:Atmospheric Carbon Dioxide#q2|pH scale]] – Aug 2025
* [[Questions:Carbon Emissions in Industry#q3|river]] – Aug 2026, [[Questions:Dams and Flood Mitigation#q2|Aug 2025]]
* [[Questions:New York’s Concrete Industry#q3|runoff]] – June 2026
* [[Questions:Carbon Emissions in Industry#q3|sand mining]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q2|sea level]] – Aug 2026
* [[Questions:Dams and Flood Mitigation#q2|sediment transport]] – Aug 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q2|surface temperature]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q3|tributary]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q3|urbanization]] – June 2026
* [[Questions:New York’s Concrete Industry#q3|water cycle]] – June 2026
* [[Questions:Dams and Flood Mitigation#q2|water table]] – Aug 2025
* [[Questions:The Gulf#q1|watershed]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q3|wetlands]] – Aug 2026, [[Questions:Dams and Flood Mitigation#q2|Aug 2025]]
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using mathematics and computational thinking: Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.
| DCI1 = Weather and climate: Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
| DCI2 = Global climate change: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
| CC1 = Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Human Sustainability
}}
<metadesc>NYS Standard HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.</metadesc>

HS-ESS3-5

2026-09-27T23:17:47Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-5 {{!}} Climate Change Forecasting}}
{{Navlinks|HS-ESS2-8|HS-ESS3-1|← HS-ESS2-8|HS-ESS3-1 →}}
{{learningstandard
| ls = Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
| cs = Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).
| ab = Assessment is limited to one example of a climate change and its associated impacts.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|Question 45]]
|-
| rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q1|Question 28]]
|-
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q3|Question 30]]
|-
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q5|Question 32]]
|-
| rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q3|Question 8]]
|-
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q5|Question 10]]
|-
| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Carbon Cycle#q5|Question 15]]
|-
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q3|Question 38]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]]
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q4|Question 4]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Collect and analyze geoscience data from global climate models to make valid and reliable scientific claims. Use those claims to determine an optimal design solution to slow the rate of climate change and its associated future impacts to Earth systems.
| Level4 = Analyze geoscience data and the results from global climate models to make an evidence‐based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
| Level3 = Analyze geoscience data or the results from a global climate model to make an evidence-based claim (forecast) of the current rate of global or regional climate change and/or an associated future impact to an Earth system.
| Level2 = Use geoscience data and/or the results from a global climate model, to identify the evidence-based claim (forecast), from those provided, of the current rate of global or regional climate change and/or identify an associated future impact to an Earth system.
| Level1 = Given geoscience data or the results from a global climate model, or a given evidence‐based claim (forecast) of the current rate of global or regional climate change, identify an associated future impact to an Earth system.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* argument
* atmosphere
* climate change
* composition
* design solution
* Earth
* evidence-based forecast
* geoscience data
* glacial ice volumes
* global climate models
* human impacts
* model
* new technologies
* ocean
* precipitation
* regional climate change
* sea level
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Ghost Forests#q3|biodiversity]] – June 2025
* [[Questions:Greenland's Glacial Ice#q5|density]] – Jan 2026
* [[Questions:Modeling Earth Systems to Understand Climate Change#q5|emissions]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|fossil fuels]] – Aug 2026
* [[Questions:Ghost Forests#q3|ghost forest]] – June 2025
* [[Questions:Greenland's Glacial Ice#q1|glacial ice]] – Jan 2026
* [[Questions:The Carbon Cycle#q5|glaciers]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q5|greenhouse gas emissions]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q5|greenhouse gases]] – June 2025
* [[Questions:Ghost Forests#q3|ground vegetation]] – June 2025
* [[Questions:Ghost Forests#q3|high tide]] – June 2025
* [[Questions:Ghost Forests#q3|humidity]] – June 2025
* [[Questions:Greenland's Glacial Ice#q1|ice]] – Jan 2026, [[Questions:ESS Earth's Climate#q4|Sample 2024]]
* [[Questions:ESS Earth's Climate#q4|ice extent]] – Sample 2024
* [[Questions:Greenland's Glacial Ice#q1|ice sheet]] – Jan 2026
* [[Questions:Greenland's Glacial Ice#q3|mass]] – Jan 2026
* [[Questions:The Carbon Cycle#q5|ocean circulation]] – June 2025
* [[Questions:Greenland's Glacial Ice#q5|ocean currents]] – Jan 2026
* [[Questions:Ghost Forests#q3|runoff]] – June 2025
* [[Questions:Greenland's Glacial Ice#q5|salinity]] – Jan 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|satellites]] – Aug 2026
* [[Questions:Ghost Forests#q3|soil erosion]] – June 2025
* [[Questions:Ghost Forests#q3|solar energy]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q3|surface ocean currents]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|surface temperature]] – Aug 2026, [[Questions:Modeling Earth Systems to Understand Climate Change#q5|June 2025]]
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|water vapor]] – Aug 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Analyzing and interpreting data: Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution.
| SEP2 = Scientific Investigations Use a Variety of Methods: Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
| SEP3 = Scientific Investigations Use a Variety of Methods: New technologies advance scientific knowledge.
| SEP4 = Scientific Knowledge is Based on Empirical Evidence: Science knowledge is based on empirical evidence.
| SEP5 = Scientific Knowledge is Based on Empirical Evidence: Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
| DCI1 = Global climate change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
| CC1 = Stability and change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Weather and Climate
}}
<metadesc>NYS Standard HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based
forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.</metadesc>

HS-ESS3-4

2026-09-27T23:17:46Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-4 {{!}} Reducing Human Impact on Natural Systems}}
{{Navlinks|HS-ESS3-3|HS-ESS3-6|← HS-ESS3-3|HS-ESS3-6 →}}
{{learningstandard
| ls = Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
| cs = Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
| ab =
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Dams on the Colorado River|Dams on the Colorado River]]
| style="background-color:white;" | [[Questions:Dams on the Colorado River#q4|Question 22]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q5|Question 13]]
|-
| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
| style="background-color:white;" | [[Questions:Lake Nyos#q5|Question 36]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q3|Question 16]]
|-
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q5|Question 18]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]]
| style="background-color:white;" | [[Questions:The Power of Water#q3|Question 8]]
|-
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide|Atmospheric Carbon Dioxide]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide#q5|Question 50]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:New York State's Hudson River|New York State's Hudson River]]
| style="background-color:white;" | [[Questions:New York State's Hudson River#q4|Question 24]]
|-
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands|Tectonics of Hawaiian Islands]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands#q5|Question 50]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use scientific information to generate a number of possible refinements to a technological solution. Describe and quantify the criteria, constraints, and tradeoffs of the solution to the problem that reduces impacts of human activities on natural systems.
| Level4 = Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
| Level3 = Given a technological solution, describe the geoscience problem being addressed and how the solution reduces the impact of human activities on a natural system.
| Level2 = Given a technological solution to a geoscience problem, identify how the solution reduces impacts of human activities on the natural system <b><u>or</u></b> identify how the solution reduces the impact on humans.
| Level1 = Given a technological solution, identify the natural system that is being impacted by human activity <b><u>or</u></b> identify how the solution reduces the impact on a natural system.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* atmosphere
* biomass
* complex real-world problem
* constraints
* cost, safety, reliability, and aesthetics
* criteria
* design solution
* Earth
* ecosystem degradation
* feedback
* geoengineering
* geoscience problem
* global temperatures
* human activity
* human impacts
* impacts of human activities
* land surface use
* livestock
* natural systems
* ocean
* pollutants
* pollution
* prioritized criteria
* recycling
* social, cultural, and environmental impacts
* species diversity
* surface mining
* technological solution
* urban development
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Slow Carbon Cycle#q5|alkaline]] – June 2026
* [[Questions:The Power of Water#q3|atmospheric oxygen]] – Aug 2025
* [[Questions:Mined and Mineral Resources of New York State#q5|blending ratio]] – Jan 2026
* [[Questions:Dams on the Colorado River#q4|canyon]] – Aug 2026
* [[Questions:Atmospheric Carbon Dioxide#q5|carbon]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q5|carbon dioxide]] – June 2026, [[Questions:The Power of Water#q3|Aug 2025]]
* [[Questions:Mined and Mineral Resources of New York State#q5|carbon emissions]] – Jan 2026
* [[Questions:The Slow Carbon Cycle#q5|carbon mineralization]] – June 2026
* [[Questions:New York State's Hudson River#q4|contaminated sediments]] – June 2025
* [[Questions:Dams on the Colorado River#q4|dams]] – Aug 2026
* [[Questions:Lake Nyos#q5|degassing pipes]] – June 2026
* [[Questions:Mined and Mineral Resources of New York State#q3|deposition]] – Jan 2026
* [[Questions:New York State's Hudson River#q4|dredging]] – June 2025
* [[Questions:Mined and Mineral Resources of New York State#q3|drinking water]] – Jan 2026
* [[Questions:The Slow Carbon Cycle#q5|enhanced rock weathering]] – June 2026
* [[Questions:Tectonics of Hawaiian Islands#q5|erosion]] – June 2025
* [[Questions:Lake Nyos#q5|fossil fuels]] – June 2026, [[Questions:The Power of Water#q3|Aug 2025]]
* [[Questions:Atmospheric Carbon Dioxide#q5|geologic time]] – Aug 2025
* [[Questions:Mined and Mineral Resources of New York State#q5|global warming]] – Jan 2026
* [[Questions:Atmospheric Carbon Dioxide#q5|hydrogen]] – Aug 2025
* [[Questions:Atmospheric Carbon Dioxide#q5|hydrosphere]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q5|mafic]] – June 2026
* [[Questions:Lake Nyos#q5|magma]] – June 2026
* [[Questions:Atmospheric Carbon Dioxide#q5|mineral weathering]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q5|minerals]] – June 2026
* [[Questions:Dams on the Colorado River#q4|model]] – Aug 2026, [[Questions:Lake Nyos#q5|June 2026]], [[Questions:Atmospheric Carbon Dioxide#q5|Aug 2025]], [[Questions:New York State's Hudson River#q4|June 2025]]
* [[Questions:Atmospheric Carbon Dioxide#q5|ocean acidification]] – Aug 2025
* [[Questions:Atmospheric Carbon Dioxide#q5|ocean floor]] – Aug 2025
* [[Questions:Lake Nyos#q5|outgassing]] – June 2026
* [[Questions:The Power of Water#q3|pumped storage reservoir]] – Aug 2025
* [[Questions:Mined and Mineral Resources of New York State#q3|reclamation]] – Jan 2026
* [[Questions:The Power of Water#q3|renewable resource]] – Aug 2025
* [[Questions:Dams on the Colorado River#q4|river]] – Aug 2026, [[Questions:Mined and Mineral Resources of New York State#q3|Jan 2026]], [[Questions:The Power of Water#q3|Aug 2025]], [[Questions:New York State's Hudson River#q4|June 2025]]
* [[Questions:Mined and Mineral Resources of New York State#q3|runoff]] – Jan 2026
* [[Questions:Tectonics of Hawaiian Islands#q5|sea level rise]] – June 2025
* [[Questions:Tectonics of Hawaiian Islands#q5|seawall]] – June 2025
* [[Questions:Mined and Mineral Resources of New York State#q3|sediment]] – Jan 2026, [[Questions:Atmospheric Carbon Dioxide#q5|Aug 2025]], [[Questions:New York State's Hudson River#q4|June 2025]]
* [[Questions:Atmospheric Carbon Dioxide#q5|shoreline]] – Aug 2025, [[Questions:New York State's Hudson River#q4|June 2025]]
* [[Questions:New York State's Hudson River#q4|Superfund site]] – June 2025
* [[Questions:The Slow Carbon Cycle#q5|ultramafic]] – June 2026
* [[Questions:Lake Nyos#q5|volcanic eruptions]] – June 2026
* [[Questions:New York State's Hudson River#q4|water quality]] – June 2025
* [[Questions:The Power of Water#q3|water vapor]] – Aug 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing explanations and designing solutions: Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
| DCI1 = Human impacts on Earth systems: Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
| DCI2 = Developing possible solutions: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
| CC1 = Stability and change: Feedback (negative or positive) can stabilize or destabilize a system.
| CC2 = Influence of Engineering, Technology, and Science on Society and the Natural World: Engineers continuously modify these systems to increase benefits while decreasing costs and risks.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Human Sustainability
}}
<metadesc>NYS Standard HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.</metadesc>

HS-ESS3-3

2026-09-27T23:17:45Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-3 {{!}} Resource Management and Sustainability}}
{{Navlinks|HS-ESS3-2|HS-ESS3-4|← HS-ESS3-2|HS-ESS3-4 →}}
{{learningstandard
| ls = Create a computational simulation to illustrate the relationships among management of natural
resources, the sustainability of human populations, and biodiversity.
| cs = Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.
| ab = Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q3|Question 30]]
|-
| style="background-color:white;" | [[Questions:The Gulf|The Gulf]]
| style="background-color:white;" | [[Questions:The Gulf#q4|Question 36]]
|-
| style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|Question 26]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|Question 8]]
|-
| rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q3|Question 33]]
|-
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q5|Question 35]]
|-
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q1|Question 41]]
|-
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q2|Question 42]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Create a computational simulation resulting in multiple data sets to illustrate relationships among the management of natural resources, the sustainability of human populations, and/or biodiversity. Compare the outcomes with what is known about the real world.
| Level4 = Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
| Level3 = Given parameters/data (from a computational simulation), describe a relationship among the management of natural resources, and the sustainability of human populations and biodiversity.
| Level2 = Given parameters /or data (in a computational simulation), describe a relationship between two of the following: the management of natural resources, the sustainability of human populations, and/or biodiversity <b><u>or</u></b> identify how a solution to the management of natural resources or the sustainability of human populations, and/or biodiversity reduces the impact on humans.
| Level1 = Based on data (from a computational simulation), identify the relationship, from those provided, between two of the following: the management of natural resources, the sustainability of human populations, and biodiversity.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* agricultural efficiency
* biodiversity
* computational simulation
* conservation
* Earth
* human impacts
* model
* natural resources
* new technologies
* per-capita consumption
* resource extraction
* resource management
* sustainability
* urban planning
* waste management
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|atmosphere]] – June 2026, [[Questions:Human Impact on Earth#q1|June 2025]]
* [[Questions:The Gulf#q4|barrier island]] – Aug 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|bioaccumulation]] – Jan 2026
* [[Questions:Mining and Use of Lithium#q3|brine]] – June 2025
* [[Questions:Mining and Use of Lithium#q3|carbon dioxide]] – June 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|climate change]] – June 2026, [[Questions:Human Impact on Earth#q1|June 2025]]
* [[Questions:Human Impact on Earth#q2|coal]] – June 2025
* [[Questions:Human Impact on Earth#q1|deforestation]] – June 2025
* [[Questions:The Gulf#q4|dunes]] – Aug 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|Earth’s surface]] – June 2026
* [[Questions:Human Impact on Earth#q1|emissions]] – June 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|energy flow]] – June 2026
* [[Questions:The Gulf#q4|erosion]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q5|evaporation]] – June 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|food chain]] – Jan 2026
* [[Questions:Human Impact on Earth#q2|fossil fuel reserves]] – June 2025
* [[Questions:Human Impact on Earth#q2|fossil fuels]] – June 2025
* [[Questions:The Aral Sea Region#q3|fresh water]] – Aug 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|geothermal energy]] – June 2026
* [[Questions:Human Impact on Earth#q1|greenhouse gas emissions]] – June 2025
* [[Questions:Human Impact on Earth#q1|greenhouse gases]] – June 2025
* [[Questions:The Gulf#q4|hurricanes]] – Aug 2026
* [[Questions:The Aral Sea Region#q3|irrigation]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q3|kiln]] – June 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|lithosphere]] – June 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|mass]] – Jan 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|microplastics]] – Jan 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|minerals]] – June 2026
* [[Questions:Mining and Use of Lithium#q3|mining]] – June 2025
* [[Questions:The Gulf#q4|mitigate]] – Aug 2026, [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|June 2026]]
* [[Questions:Human Impact on Earth#q2|natural gas]] – June 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|ocean]] – Jan 2026
* [[Questions:Mining and Use of Lithium#q3|open pit mine]] – June 2025
* [[Questions:The Gulf#q4|peninsula]] – Aug 2026
* [[Questions:Human Impact on Earth#q1|population growth]] – June 2025
* [[Questions:Mining and Use of Lithium#q5|precipitation]] – June 2025
* [[Questions:The Aral Sea Region#q3|river]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q5|saline aquifer]] – June 2025
* [[Questions:Mining and Use of Lithium#q3|solar energy]] – June 2025
* [[Questions:Mining and Use of Lithium#q5|solar evaporation ponds]] – June 2025
* [[Questions:The Gulf#q4|storm surge]] – Aug 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|volcanic activity]] – June 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|volcano]] – June 2026
* [[Questions:Mining and Use of Lithium#q5|wetland loss]] – June 2025
* [[Questions:Mining and Use of Lithium#q5|wetlands]] – June 2025
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using mathematics and computational thinking: Create a computational model or simulation of a phenomenon, designed device, process, or system.
| DCI1 = Human impacts on Earth systems: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
| CC1 = Stability and change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
| CC2 = Influence of Engineering, Technology, and Science on Society and the Natural World: Modern civilization depends on major technological systems.
| CC3 = Influence of Engineering, Technology, and Science on Society and the Natural World: New technologies can have deep impacts on society and the environment, including some that were not anticipated.
| CC4 = Science is a Human Endeavor: Scientific knowledge is a result of human endeavors, imagination, and creativity.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Human Sustainability
}}
<metadesc>NYS Standard HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.</metadesc>

HS-ESS3-2

2026-09-27T23:17:43Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-2 {{!}} Resource Use and Conservation}}
{{Navlinks|HS-ESS3-1|HS-ESS3-3|← HS-ESS3-1|HS-ESS3-3 →}}
{{learningstandard
| ls = Evaluate competing design solutions for developing, managing, and utilizing energy and mineral
resources based on cost-benefit ratios.
| cs = Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
| ab =
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q5|Question 27]]
|-
| style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Iceland Hotspot|Iceland Hotspot]]
| style="background-color:white;" | [[Questions:Iceland Hotspot#q4|Question 4]]
|-
| rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|Question 9]]
|-
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q4|Question 17]]
|-
| style="background-color:white;" | [[Questions:Energy and Mineral Resources|Energy and Mineral Resources]]
| style="background-color:white;" | [[Questions:Energy and Mineral Resources#q2|Question 43]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]]
| style="background-color:white;" | [[Questions:The Power of Water#q5|Question 10]]
|-
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q1|Question 36]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]]
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q1|Question 31]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Design a solution for developing, managing, and utilizing energy or mineral resources based on cost‐benefit ratios taking into consideration social, ethical, environmental, or geopolitical issues.
| Level4 = Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
| Level3 = Evaluate competing design solutions for developing or managing, or utilizing energy or (mineral) resources based on cost-benefit ratios.
| Level2 = Evaluate given design solutions for developing or managing or utilizing energy or (mineral) resources based on cost‐benefit ratios.
| Level1 = Given a design solution, identify the benefit(s)/costs of developing or managing or utilizing energy or (mineral) resources.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* agricultural soil use
* argument
* coal
* competing design solutions
* conservation
* constraints
* cost, safety, reliability, and aesthetics
* cost-benefit ratios
* costs and benefits
* design solution
* energy and mineral resources
* minerals
* mining
* natural gas
* natural resources
* natural systems
* new technologies
* oil shales
* petroleum
* recycling
* resource extraction
* reuse
* social, cultural, and environmental impacts
* sustainability
* tar sands
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Carbon Emissions in Industry#q5|atmosphere]] – Aug 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|biodiversity]] – Jan 2026
* [[Questions:Carbon Emissions in Industry#q5|biomass]] – Aug 2026
* [[Questions:Mining and Use of Lithium#q1|carbon dioxide]] – June 2025
* [[Questions:Dams and Flood Mitigation#q1|dams]] – Aug 2025
* [[Questions:Carbon Emissions in Industry#q5|Earth]] – Aug 2026
* [[Questions:Mined and Mineral Resources of New York State#q4|Earth’s surface]] – Jan 2026
* [[Questions:Carbon Emissions in Industry#q5|emissions]] – Aug 2026, [[Questions:Mining and Use of Lithium#q1|June 2025]]
* [[Questions:The Power of Water#q5|Energy Return on Investment (EROI)]] – Aug 2025
* [[Questions:Carbon Emissions in Industry#q5|fossil fuels]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q5|kiln]] – Aug 2026
* [[Questions:Iceland Hotspot#q4|lava]] – June 2026
* [[Questions:Iceland Hotspot#q4|lava flows]] – June 2026
* [[Questions:Mining and Use of Lithium#q1|life cycle emissions]] – June 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|model]] – Jan 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|ocean]] – Jan 2026
* [[Questions:Carbon Emissions in Industry#q5|oxygen]] – Aug 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|plastic pollution]] – Jan 2026
* [[Questions:The Power of Water#q5|power grid]] – Aug 2025
* [[Questions:Mined and Mineral Resources of New York State#q4|quarry]] – Jan 2026
* [[Questions:Mined and Mineral Resources of New York State#q4|reclamation]] – Jan 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|river]] – Jan 2026, [[Questions:Dams and Flood Mitigation#q1|Aug 2025]]
* [[Questions:Dams and Flood Mitigation#q1|river discharge]] – Aug 2025
* [[Questions:Mining and Use of Lithium#q1|tailpipe emissions]] – June 2025
* [[Questions:Iceland Hotspot#q4|volcanic eruptions]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Engaging in argument from evidence: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
| DCI1 = Natural resources: All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
| DCI2 = Developing possible solutions: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
| CC1 = Influence of Engineering, Technology, and Science on Society and the Natural World: Engineers continuously modify these systems to increase benefits while decreasing costs and risks
| CC2 = Influence of Engineering, Technology, and Science on Society and the Natural World: Analysis of costs and benefits is a critical aspect of decisions about technology.
| CC3 = Science Addresses Questions About the Natural and Material World: Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
| CC4 = Science Addresses Questions About the Natural and Material World: Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
| CC5 = Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Human Sustainability
}}
<metadesc>NYS Standard HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.</metadesc>

HS-ESS3-1

2026-09-27T23:17:42Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS3-1 {{!}} Natural Resources, Hazards, and Human Activity}}
{{Navlinks|HS-ESS3-5|HS-ESS3-2|← HS-ESS3-5|HS-ESS3-2 →}}
{{learningstandard
| ls = Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
| cs = Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as blizzards, hurricanes, tornadoes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.
| ab =
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Energy and Mineral Resources of New York State| Energy and Mineral Resources of New York State]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot|Canary Islands Hotspot]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot#q5|Question 14]]
|-
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator|Earth’s Oceans–A Climate Change Indicator]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|Question 17]]
|-
| style="background-color:white;" | [[Questions:Dams on the Colorado River|Dams on the Colorado River]]
| style="background-color:white;" | [[Questions:Dams on the Colorado River#q3|Question 21]]
|-
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q4|Question 26]]
|-
| rowspan="4" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Iceland Hotspot|Iceland Hotspot]]
| style="background-color:white;" | [[Questions:Iceland Hotspot#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q4|Question 27]]
|-
| style="background-color:white;" | [[Questions:New York’s Concrete Industry|New York’s Concrete Industry]]
| style="background-color:white;" | [[Questions:New York’s Concrete Industry#q1|Question 28]]
|-
| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
| style="background-color:white;" | [[Questions:Lake Nyos#q2|Question 33]]
|-
| rowspan="4" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q2|Question 15]]
|-
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park|Mount Morris Dam in Letchworth State Park]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park#q2|Question 39]]
|-
| style="background-color:white;" | [[Questions:Energy and Mineral Resources|Energy and Mineral Resources]]
| style="background-color:white;" | [[Questions:Energy and Mineral Resources#q3|Question 44]]
|-
| style="background-color:white;" | [[Questions:Energy and Mineral Resources|Energy and Mineral Resources]]
| style="background-color:white;" | [[Questions:Energy and Mineral Resources#q4|Question 45]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q6|Question 26]]
|-
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q4|Question 39]]
|-
| rowspan="3" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Carbon Cycle#q3|Question 13]]
|-
| style="background-color:white;" | [[Questions:New York State's Hudson River|New York State's Hudson River]]
| style="background-color:white;" | [[Questions:New York State's Hudson River#q3|Question 23]]
|-
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q2|Question 37]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q3|Question 3]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Construct an explanation based on evidence synthesized from a variety of sources of how human activity has been affected by the availability of natural resources, the occurrence of natural hazards, and changes in climate. Design a plan to adapt to and/or mitigate the effects of natural perturbations.
| Level4 = Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
| Level3 = Construct an explanation based on evidence that describes how human activity has been affected by the availability of natural resources, or occurrence of natural hazards, or changes in climate.
| Level2 = Identify an evidence-based explanation, from those provided, that describes how the availability of natural resources, or the occurrence of natural hazards, or changes in climate have influenced human activity.
| Level1 = Identify the evidence that supports an explanation for how human activity has been affected by the availability of natural resources, or the occurrence of natural hazards, or changes in climate.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* blizzards
* delta
* droughts
* earthquakes
* fertile soils
* floods
* fossil fuels
* fresh water
* groundwater
* human activity
* hurricanes
* interior processes
* lakes
* livestock
* mass migrations
* mass wasting
* migration
* minerals
* mitigate
* model
* natural hazards
* natural resources
* peer review
* precipitation
* river
* sea level
* severe weather
* soil
* soil erosion
* surface processes
* tornadoes
* tsunamis
* volcanic eruptions
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Iceland Hotspot#q3|air quality]] – June 2026
* [[Questions:How Did Earth Get Its Water?#q6|aquifer]] – Aug 2025
* [[Questions:Iceland Hotspot#q3|atmosphere]] – June 2026, [[Questions:The Carbon Cycle#q3|June 2025]]
* [[Questions:ESS Effect of The Moon on Earth#q3|auto exhaust]] – Sample 2024
* [[Questions:Dams on the Colorado River#q3|basin]] – Aug 2026
* [[Questions:Ghost Forests#q2|brackish water]] – June 2025
* [[Questions:Lake Nyos#q2|carbon dioxide]] – June 2026, [[Questions:The Carbon Cycle#q3|June 2025]]
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|climate change]] – Aug 2026, [[Questions:The Carbon Cycle#q3|June 2025]]
* [[Questions:Energy and Mineral Resources#q4|coal]] – Jan 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|coastal flooding]] – Aug 2026
* [[Questions:Dams and Flood Mitigation#q4|dams]] – Aug 2025
* [[Questions:Dams and Flood Mitigation#q4|dissolved oxygen]] – Aug 2025
* [[Questions:New York State's Hudson River#q3|drinking water]] – June 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q4|early warning system]] – June 2026
* [[Questions:Energy and Mineral Resources#q3|Earth]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q5|earthquake swarm]] – Aug 2026
* [[Questions:ESS Effect of The Moon on Earth#q3|emissions]] – Sample 2024
* [[Questions:Mount Morris Dam in Letchworth State Park#q2|erosion]] – Jan 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q2|gravity]] – Jan 2026
* [[Questions:ESS Effect of The Moon on Earth#q3|greenhouse gases]] – Sample 2024
* [[Questions:Dams and Flood Mitigation#q4|habitats]] – Aug 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q4|hazard map]] – June 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|heat wave]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|heating and cooling degree days]] – Aug 2026
* [[Questions:Ghost Forests#q2|high tide]] – June 2025
* [[Questions:ESS Effect of The Moon on Earth#q3|hydroelectric energy]] – Sample 2024
* [[Questions:Iceland Hotspot#q3|ice]] – June 2026
* [[Questions:Dams on the Colorado River#q3|irrigation]] – Aug 2026
* [[Questions:New York’s Concrete Industry#q1|kiln]] – June 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q2|landslides]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q5|lava]] – Aug 2026
* [[Questions:Canary Islands Hotspot#q5|lava flows]] – Aug 2026
* [[Questions:Iceland Hotspot#q3|magma]] – June 2026
* [[Questions:New York’s Concrete Industry#q1|mountain]] – June 2026
* [[Questions:Canary Islands Hotspot#q5|natural disaster]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q4|natural gas]] – Jan 2026
* [[Questions:ESS Effect of The Moon on Earth#q3|non-renewable resource]] – Sample 2024
* [[Questions:ESS Effect of The Moon on Earth#q3|nuclear energy]] – Sample 2024
* [[Questions:Canary Islands Hotspot#q5|ocean]] – Aug 2026, [[Questions:Iceland Hotspot#q3|June 2026]], [[Questions:How Did Earth Get Its Water?#q6|Aug 2025]]
* [[Questions:How Did Earth Get Its Water?#q6|over-pumping]] – Aug 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q4|pyroclastic flow]] – June 2026
* [[Questions:Energy and Mineral Resources#q3|recycling]] – Jan 2026
* [[Questions:ESS Effect of The Moon on Earth#q3|renewable resource]] – Sample 2024
* [[Questions:New York’s Concrete Industry#q1|river valley]] – June 2026
* [[Questions:New York State's Hudson River#q3|salinity]] – June 2025
* [[Questions:New York State's Hudson River#q3|salt front]] – June 2025
* [[Questions:Ghost Forests#q2|salt marsh]] – June 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|sea ice]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|snowpack]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q4|solar energy]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q5|volcano]] – Aug 2026, [[Questions:Iceland Hotspot#q3|June 2026]]
* [[Questions:Dams and Flood Mitigation#q4|water quality]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q6|water table]] – Aug 2025, [[Questions:Ghost Forests#q2|June 2025]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q2|weathering]] – Jan 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q3|wildfire]] – Aug 2026, [[Questions:The Carbon Cycle#q3|June 2025]]
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing explanations and designing solutions: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
| DCI1 = Natural resources: Resource availability has guided the development of human society.
| DCI2 = Natural hazards: Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.
| CC1 = Cause and effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
| CC2 = Influence of Engineering, Technology, and Science on Society and the Natural World: Modern civilization depends on major technological systems.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Human Sustainability
}}
<metadesc>NYS Standard HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.</metadesc>

HS-ESS2-8

2026-09-27T23:17:41Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-8 {{!}} Air Masses and Weather}}
{{Navlinks|HS-ESS2-4|HS-ESS3-5|← HS-ESS2-4|HS-ESS3-5 →}}
{{learningstandard
| ls = Evaluate data and communicate information to explain how the movement and interactions of air masses
result in changes in weather conditions.
| cs = Examples of evidence sources could include station models, surface weather maps, satellite images, radar, and accepted forecast models. Emphasis should focus on communicating how the uneven heating of Earth’s surface and prevailing global winds drive the movement of air masses and their corresponding circulation patterns, the interaction of different air masses at frontal boundaries, and resulting weather phenomena.
| ab = Analysis is limited to surface weather maps and general weather patterns associated with high and low pressure systems.
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Key to Weather Map Symbols| Key to Weather Map Symbols]]
*[[Model of Generalized Planetary Wind Belts in the Troposphere| Model of Generalized Planetary Wind Belts in the Troposphere]]
*[[Cross Section Model of Earth's Lower Atmosphere| Cross Section Model of Earth's Lower Atmosphere]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot|Canary Islands Hotspot]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot#q4|Question 13]]
|-
| style="background-color:white;" | [[Questions:The Gulf|The Gulf]]
| style="background-color:white;" | [[Questions:The Gulf#q5|Question 37]]
|-
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q3|Question 44]]
|-
| rowspan="6" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event|Conditions of a Polar Vortex Event]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event#q1|Question 14]]
|-
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event|Conditions of a Polar Vortex Event]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event#q2|Question 15]]
|-
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event|Conditions of a Polar Vortex Event]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event#q3|Question 16]]
|-
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event|Conditions of a Polar Vortex Event]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event#q4|Question 17]]
|-
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event|Conditions of a Polar Vortex Event]]
| style="background-color:white;" | [[Questions:Conditions of a Polar Vortex Event#q5|Question 18]]
|-
| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
| style="background-color:white;" | [[Questions:Lake Nyos#q1|Question 32]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|Question 6]]
|-
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]]
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q2|Question 7]]
|-
| rowspan="5" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Horse Latitudes|Horse Latitudes]]
| style="background-color:white;" | [[Questions:Horse Latitudes#q1|Question 16]]
|-
| style="background-color:white;" | [[Questions:Horse Latitudes|Horse Latitudes]]
| style="background-color:white;" | [[Questions:Horse Latitudes#q2|Question 17]]
|-
| style="background-color:white;" | [[Questions:Horse Latitudes|Horse Latitudes]]
| style="background-color:white;" | [[Questions:Horse Latitudes#q3|Question 18]]
|-
| style="background-color:white;" | [[Questions:Horse Latitudes|Horse Latitudes]]
| style="background-color:white;" | [[Questions:Horse Latitudes#q4|Question 19]]
|-
| style="background-color:white;" | [[Questions:Horse Latitudes|Horse Latitudes]]
| style="background-color:white;" | [[Questions:Horse Latitudes#q5|Question 20]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Collect and analyze global and regional weather data using tools, technologies, and/or models, to communicate in multiple formats how the movement and interactions of air masses result in changes in weather conditions.
| Level4 = Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
| Level3 = Evaluate data and communicate information to identify the patterns of movement and/or interactions of air masses and/or the resulting changes in weather conditions.
| Level2 = Use data to identify the patterns of movement or the interactions of air masses and the resulting changes in weather conditions <b><u>or</u></b> to identify factors that drive the movement of air masses <b><u>or</u></b> from given weather conditions, identify evidence from maps that supports these conditions.
| Level1 = Use data and/or patterns of movement and interactions of air masses to identify the resulting changes in weather conditions <b><u>or</u></b> identify one factor that drives the movement of air masses <b><u>or</u></b> from those provided, use evidence from maps to account for weather conditions <b><u>or</u></b> given weather conditions, identify evidence found on maps that account for one of these conditions.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* air masses
* circulation patterns
* density
* Earth’s surface
* forecast models
* frontal boundaries
* high and low pressure systems
* mass
* model
* observations
* prevailing global winds
* radar
* satellite images
* station models
* surface weather maps
* uneven heating
* weather conditions
* weather patterns
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Conditions of a Polar Vortex Event#q4|absorption]] – June 2026
* [[Questions:Horse Latitudes#q2|air mass source region]] – Aug 2025
* [[Questions:Conditions of a Polar Vortex Event#q1|atmosphere]] – June 2026, [[Questions:Horse Latitudes#q1|Aug 2025]]
* [[Questions:Lake Nyos#q1|atmospheric pressure]] – June 2026, [[Questions:Horse Latitudes#q5|Aug 2025]]
* [[Questions:Lake Nyos#q1|carbon dioxide]] – June 2026
* [[Questions:Conditions of a Polar Vortex Event#q4|cold front]] – June 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|composition]] – Jan 2026
* [[Questions:Horse Latitudes#q2|continental antarctic (cAA)]] – Aug 2025
* [[Questions:Horse Latitudes#q2|continental arctic (cA)]] – Aug 2025
* [[Questions:Horse Latitudes#q2|continental polar (cP)]] – Aug 2025
* [[Questions:Horse Latitudes#q2|continental tropical (cT)]] – Aug 2025
* [[Questions:Horse Latitudes#q1|drinking water]] – Aug 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|Earth]] – Jan 2026
* [[Questions:Conditions of a Polar Vortex Event#q4|electromagnetic radiation]] – June 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|Equator]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q4|Ferrel Cell]] – Aug 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|greenhouse gases]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q4|Hadley Cell]] – Aug 2026
* [[Questions:Horse Latitudes#q1|horse latitudes]] – Aug 2025
* [[Questions:Lake Nyos#q1|humidity]] – June 2026
* [[Questions:The Gulf#q5|hurricanes]] – Aug 2026, [[Questions:Horse Latitudes#q4|Aug 2025]]
* [[Questions:Canary Islands Hotspot#q4|Intertropical Convergence Zone]] – Aug 2026
* [[Questions:Conditions of a Polar Vortex Event#q3|isobars]] – June 2026
* [[Questions:Conditions of a Polar Vortex Event#q2|isotherms]] – June 2026
* [[Questions:Canary Islands Hotspot#q4|jet stream]] – Aug 2026, [[Questions:Conditions of a Polar Vortex Event#q1|June 2026]]
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|landfall]] – Jan 2026, [[Questions:Horse Latitudes#q4|Aug 2025]]
* [[Questions:Horse Latitudes#q1|latitude]] – Aug 2025
* [[Questions:Lake Nyos#q1|livestock]] – June 2026
* [[Questions:Lake Nyos#q1|magma]] – June 2026
* [[Questions:Horse Latitudes#q2|maritime equatorial (mE)]] – Aug 2025
* [[Questions:Horse Latitudes#q2|maritime polar (mP)]] – Aug 2025
* [[Questions:Horse Latitudes#q2|maritime tropical (mT)]] – Aug 2025
* [[Questions:Horse Latitudes#q4|meteorologist]] – Aug 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|mitigate]] – Jan 2026
* [[Questions:Lake Nyos#q1|mountain]] – June 2026
* [[Questions:Conditions of a Polar Vortex Event#q1|Northern Hemisphere]] – June 2026
* [[Questions:The Gulf#q5|ocean]] – Aug 2026, [[Questions:Lake Nyos#q1|June 2026]], [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|Jan 2026]], [[Questions:Horse Latitudes#q4|Aug 2025]]
* [[Questions:Conditions of a Polar Vortex Event#q4|ocean circulation]] – June 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|ocean currents]] – Jan 2026
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|ocean gyres]] – Jan 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q3|planetary wind]] – Aug 2026, [[Questions:Horse Latitudes#q1|Aug 2025]]
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q1|plastic pollution]] – Jan 2026
* [[Questions:Canary Islands Hotspot#q4|Polar Cell]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q3|Polar Easterlies]] – Aug 2026
* [[Questions:Conditions of a Polar Vortex Event#q1|polar vortex]] – June 2026
* [[Questions:Conditions of a Polar Vortex Event#q1|precipitation]] – June 2026, [[Questions:Horse Latitudes#q1|Aug 2025]]
* [[Questions:Horse Latitudes#q2|prevailing westerlies]] – Aug 2025
* [[Questions:Conditions of a Polar Vortex Event#q4|reflection]] – June 2026
* [[Questions:The Gulf#q5|sea level rise]] – Aug 2026
* [[Questions:Horse Latitudes#q4|steering flow]] – Aug 2025
* [[Questions:Horse Latitudes#q4|storm track]] – Aug 2025
* [[Questions:Rubber Ducks and Pacific Ocean Trash#q2|stratosphere]] – Jan 2026
* [[Questions:Horse Latitudes#q2|trade winds]] – Aug 2025
* [[Questions:Horse Latitudes#q5|tropical storm]] – Aug 2025
* [[Questions:Canary Islands Hotspot#q4|troposphere]] – Aug 2026
* [[Questions:Lake Nyos#q1|valleys]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q3|volcano]] – Aug 2026, [[Questions:Lake Nyos#q1|June 2026]]
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q3|water vapor]] – Aug 2026
* [[Questions:Horse Latitudes#q5|wind speed]] – Aug 2025
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Obtaining, evaluating, and communicating information: Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
| DCI1 = Weather and climate: Concepts of density and heat energy can be used to explain observations of weather patterns.
| CC1 = 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.
| CC2 = Patterns: Empirical evidence is needed to identify patterns.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Weather and Climate
}}
<metadesc>NYS Standard HS-ESS2-8: Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.</metadesc>

HS-ESS2-7

2026-09-27T23:17:40Z

Conrad: Vocabulary: add Earth & Space Science terms

{{DISPLAYTITLE:HS-ESS2-7 {{!}} Coevolution of Earth and Life}}
{{Navlinks|HS-ESS2-6|HS-ESS2-4|← HS-ESS2-6 (ESS)|HS-ESS2-4 (ESS) →|HS-ESS2-6||← HS-ESS2-6 (Bio)|}}
{{learningstandard
| ls = Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
| cs = Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how the outgassing of water from Earth’s interior caused the development of Earth’s early oceans leading to the evolution of microorganisms and stromatolites; how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.
| ab = Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.
}}
''Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "changes in the atmosphere from plants and other organisms related to carbon cycling and feedback mechanisms related to co-evolution". For Earth & Space Science, the focus is on "changes in the atmosphere from plants and other organisms along with feedback mechanisms" (as per the NYSED high school course maps).''

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Geologic History of New York State| Geologic History of New York State]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]]
| style="background-color:white;" | [[Questions:The Permafrost Problem#q3|Question 47]]
|-
| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q3|Question 25]]
|-
| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]]
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q3|Question 3]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q1|Question 28]]
|-
| rowspan="4" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q1|Question 10]]
|-
| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
| style="background-color:white;" | [[Questions:The Carboniferous Period#q1|Question 46]]
|-
| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
| style="background-color:white;" | [[Questions:The Carboniferous Period#q3|Question 48]]
|-
| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
| style="background-color:white;" | [[Questions:The Carboniferous Period#q4|Question 49]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q2|Question 22]]
|-
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q3|Question 23]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q5|Question 30]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Compare and evaluate competing scientifically-based arguments in light of currently accepted explanations, new evidence, limitations, constraints, and ethical issues about the coevolution of Earth’s systems and life on Earth.
| Level4 = Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
| Level3 = Support a given argument by describing the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
| Level2 = Support a given argument by identifying the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
| Level1 = Identify the correct example, from those provided, of the coevolution of two Earth’s systems and the effect on life on Earth.
}}

== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* argument
* atmosphere
* biosphere
* carbon
* climate
* coevolution
* constraint
* erosion
* evolution
* feedback mechanism
* habitat
* microorganism
* ocean
* oxygen
* soil
* stability and change
* stromatolite
* weathering
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Old Forest Sample Cluster#q3|amphibian]] – Sample 2024
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q3|Carboniferous period]] – June 2026
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q3|competition]] – June 2026
* [[Questions:The Permafrost Problem#q3|cycling of carbon]] – Aug 2026
* [[Questions:Old Forest Sample Cluster#q3|Devonian period]] – Sample 2024
* [[Questions:The Permafrost Problem#q3|ecosystem]] – Aug 2026
* [[Questions:The Permafrost Problem#q3|negative feedback]] – Aug 2026
* [[Questions:The Permafrost Problem#q3|nitrogen]] – Aug 2026
* [[Questions:The Permafrost Problem#q3|organic matter]] – Aug 2026
* [[Questions:The Permafrost Problem#q3|permafrost]] – Aug 2026
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q3|photosynthesis]] – June 2026
* [[Questions:The Permafrost Problem#q3|positive feedback]] – Aug 2026
* [[Questions:Old Forest Sample Cluster#q3|respiration]] – Sample 2024
* [[Questions:The Permafrost Problem#q3|root]] – Aug 2026
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* argument
* atmosphere
* biogeology
* biosphere
* biosphere feedback
* carbon
* carbon dioxide
* coevolution
* constraints
* coral reefs
* deposition
* dynamic causes and effects
* Earth
* Earth’s early oceans
* Earth’s interior
* Earth’s surface
* Earth’s systems
* erosion
* evolution of life
* feedback
* geoscience factors
* habitats
* land plants
* microbial life
* microorganisms
* ocean
* outgassing
* oxygen
* oxygen production
* photosynthetic life
* reefs
* soil
* soil formation
* stromatolites
* weathering rates
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:How Did Earth Get Its Water?#q3|algae]] – Aug 2025
* [[Questions:Evolution of Early Earth Systems#q1|atmospheric oxygen]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q3|Aug 2025]], [[Questions:The Origin of Our Solar System#q5|June 2025]]
* [[Questions:How Did Earth Get Its Water?#q3|bacteria]] – Aug 2025
* [[Questions:The Aral Sea Region#q1|biodiversity]] – Aug 2026
* [[Questions:Evolution of Early Earth Systems#q1|climate change]] – Jan 2026
* [[Questions:The Origin of Our Solar System#q5|coal]] – June 2025
* [[Questions:The Carboniferous Period#q4|cryosphere]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q1|cyanobacteria]] – Jan 2026
* [[Questions:The Carboniferous Period#q1|deforestation]] – Jan 2026
* [[Questions:The Carboniferous Period#q3|fossils]] – Jan 2026
* [[Questions:The Carboniferous Period#q3|glaciation]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q2|gravitational force]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q2|helium]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q2|hydrogen]] – Aug 2025
* [[Questions:The Carboniferous Period#q4|hydrosphere]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q1|ice]] – Jan 2026
* [[Questions:The Origin of Our Solar System#q5|iron]] – June 2025
* [[Questions:The Aral Sea Region#q1|irrigation]] – Aug 2026
* [[Questions:The Aral Sea Region#q1|lakes]] – Aug 2026
* [[Questions:How Did Earth Get Its Water?#q2|mantle]] – Aug 2025
* [[Questions:Evolution of Early Earth Systems#q1|methane]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q1|model]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q2|Aug 2025]], [[Questions:The Origin of Our Solar System#q5|June 2025]]
* [[Questions:How Did Earth Get Its Water?#q2|molten rock]] – Aug 2025
* [[Questions:The Carboniferous Period#q3|Pangea]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q1|photosynthesis]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q2|Aug 2025]], [[Questions:The Origin of Our Solar System#q5|June 2025]]
* [[Questions:Evolution of Early Earth Systems#q1|reflection]] – Jan 2026
* [[Questions:The Carboniferous Period#q1|respiration]] – Jan 2026
* [[Questions:The Aral Sea Region#q1|river]] – Aug 2026
* [[Questions:The Aral Sea Region#q1|salinity]] – Aug 2026
* [[Questions:The Aral Sea Region#q1|sea level]] – Aug 2026, [[Questions:The Carboniferous Period#q3|Jan 2026]]
* [[Questions:The Carboniferous Period#q3|supercontinent]] – Jan 2026
* [[Questions:The Carboniferous Period#q1|transpiration]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q2|volcanic eruptions]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q2|volcano]] – Aug 2025
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Engaging in Argument from Evidence
* Construct an oral and written argument or counter-arguments based on data and evidence.
| DCI1 = ESS2.D: Weather and Climate
* Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
| DCI2 = ESS2.E: Biogeology
* The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it.
| CC1 = Stability and Change
* Much of science deals with constructing explanations of how things change and how they remain stable.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]] and [[Biology|{{#fas:dna}} Biology]]
| TOPIC = HS. Earth's Systems
}}
<metadesc>NYS Standard HS-ESS2-7: Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.</metadesc>

HS-ESS2-6

2026-09-27T23:17:39Z

Conrad: Vocabulary: add Earth & Space Science terms

{{DISPLAYTITLE:HS-ESS2-6 {{!}} Carbon Cycling}}
{{Navlinks|HS-ESS2-5|HS-ESS2-7|← HS-ESS2-5 (ESS)|HS-ESS2-7 (ESS) →|HS-LS4-5|HS-ESS2-7|← HS-LS4-5 (Bio)|HS-ESS2-7 (Bio) →}}
{{learningstandard
| ls = Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere.
| cs = Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.
| ab =
}}
''Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "the biochemistry aspects of carbon cycling". For Earth & Space Science, the focus is on "physical and chemical aspects of the geochemical cycling of carbon" (as per the NYSED high school course maps).''

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Biology</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]]
| style="background-color:white;" | [[Questions:The Permafrost Problem#q2|Question 46]]
|-
| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]]
| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q4|Question 26]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
| style="background-color:white;" | [[Questions:Keystone Species Rule|Keystone Species Rule]]
| style="background-color:white;" | [[Questions:Keystone Species Rule#q2|Question 11]]
|-
| style="background-color:white;" | [[Questions:Purple Insect Eater|Purple Insect Eater]]
| style="background-color:white;" | [[Questions:Purple Insect Eater#q2|Question 38]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]]
| style="background-color:white;" | [[Questions:Trees Have Organ Systems|Trees Have Organ Systems]]
| style="background-color:white;" | [[Questions:Trees Have Organ Systems#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]]
| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q3|Question 22]]
|-
| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]]
| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q4|Question 23]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
| style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?|Carbon! Where Does It Come From? Where Does It Go?]]
| style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:Does It Matter?|Does It Matter?]]
| style="background-color:white;" | [[Questions:Does It Matter?#q5|Question 37]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q2|Question 24]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q1|Question 9]]
|-
| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
| style="background-color:white;" | [[Questions:Lake Nyos#q3|Question 34]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
| style="background-color:white;" | [[Questions:The Carboniferous Period#q5|Question 50]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Carbon Cycle#q2|Question 12]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q6|Question 6]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop and analyze data from a quantitative model of the carbon cycle to predict how a change in carbon levels in one system will affect other Earth systems.
| Level4 = Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
| Level3 = Use/complete a quantitative model to describe the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
| Level2 = Use a quantitative/qualitative model to identify the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
| Level1 = Use a quantitative/qualitative model that shows the cycling of carbon between two Earth spheres to identify the relative concentrations of carbon present in each sphere.
}}

== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Biology</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* atmosphere
* biogeochemical cycles
* biosphere
* carbon
* carbon cycle
* carbon dioxide concentration
* climate
* closed system
* cycling of carbon
* geosphere
* human activity
* hydrosphere
* matter
* ocean
* oxygen
* quantitative model
* soil
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Trees Have Organ Systems#q4|carbon sequestration]] – Aug 2025
* [[Questions:Carbon Cycle Supports Life on Earth#q4|carbon sink]] – Aug 2025
* [[Questions:Trees Have Organ Systems#q4|carbon storage]] – Aug 2025
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q4|combustion]] – June 2026
* [[Questions:Does It Matter?#q5|cycling of matter]] – June 2025
* [[Questions:Purple Insect Eater#q2|Earth’s spheres]] – Jan 2026
* [[Questions:The Permafrost Problem#q2|ecosystem]] – Aug 2026, [[Questions:Keystone Species Rule#q2|Jan 2026]]
* [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|hydrogen]] – June 2025
* [[Questions:Keystone Species Rule#q2|keystone species]] – Jan 2026
* [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q4|land use]] – June 2026
* [[Questions:Carbon Cycle Supports Life on Earth#q3|migration]] – Aug 2025
* [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|ocean acidification]] – June 2025
* [[Questions:The Permafrost Problem#q2|permafrost]] – Aug 2026
* [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|pH]] – June 2025
* [[Questions:Keystone Species Rule#q2|photosynthesis]] – Jan 2026, [[Questions:Carbon Cycle Supports Life on Earth#q3|Aug 2025]]
* [[Questions:Carbon Cycle Supports Life on Earth#q3|population]] – Aug 2025
* [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|resources]] – June 2025
* [[Questions:Carbon Cycle Supports Life on Earth#q4|respiration]] – Aug 2025
* [[Questions:Trees Have Organ Systems#q4|species]] – Aug 2025
* [[Questions:Carbon Cycle Supports Life on Earth#q4|waste]] – Aug 2025
</div>

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* atmosphere
* biogeochemical cycles
* biosphere
* carbon
* carbon cycle
* carbon dioxide
* carbon dioxide concentrations
* cycling of carbon
* Earth
* geosphere
* human activity
* hydrosphere
* living organisms
* model
* ocean
* oxygen
* quantitative model
* soil
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Carbon Cycle#q2|air-sea gas exchange]] – June 2025
* [[Questions:The Carboniferous Period#q5|biomass]] – Jan 2026, [[Questions:The Carbon Cycle#q2|June 2025]]
* [[Questions:The Carboniferous Period#q5|coal]] – Jan 2026
* [[Questions:The Carbon Cycle#q2|decomposition]] – June 2025
* [[Questions:The Slow Carbon Cycle#q1|dissolution]] – June 2026
* [[Questions:The Carbon Cycle#q2|emissions]] – June 2025
* [[Questions:The Slow Carbon Cycle#q1|erosion]] – June 2026
* [[Questions:The Carbon Cycle#q2|fast carbon cycle]] – June 2025
* [[Questions:Carbon Emissions in Industry#q2|fossil fuels]] – Aug 2026
* [[Questions:The Slow Carbon Cycle#q1|geologic processes]] – June 2026
* [[Questions:The Carbon Cycle#q2|iron]] – June 2025
* [[Questions:Lake Nyos#q3|magma]] – June 2026
* [[Questions:Lake Nyos#q3|mantle]] – June 2026
* [[Questions:Lake Nyos#q3|minerals]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|ocean floor]] – June 2026
* [[Questions:The Carbon Cycle#q2|respiration]] – June 2025
* [[Questions:The Carboniferous Period#q5|river valley]] – Jan 2026
* [[Questions:Carbon Emissions in Industry#q2|sediment]] – Aug 2026, [[Questions:The Carbon Cycle#q2|June 2025]]
* [[Questions:The Slow Carbon Cycle#q1|sedimentary rock]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|sedimentation]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|slow carbon cycle]] – June 2026
* [[Questions:The Carbon Cycle#q2|soil carbon]] – June 2025
* [[Questions:The Slow Carbon Cycle#q1|subduction]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|volcanic activity]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|volcanism]] – June 2026
* [[Questions:The Slow Carbon Cycle#q1|weathering]] – June 2026
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and Using Models
* Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
| DCI1 = ESS2.D: Weather and Climate
* Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
* Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
| CC1 = Energy and Matter
* The total amount of energy and matter in closed systems is conserved.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]] and [[Biology|{{#fas:dna}} Biology]]
| TOPIC = HS. Earth's Systems
}}
<metadesc>NYS Standard HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.</metadesc>

HS-ESS2-5

2026-09-27T23:17:38Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-5 {{!}} Water and Earth’s Surface Processes}}
{{Navlinks|HS-ESS2-3|HS-ESS2-6|← HS-ESS2-3|HS-ESS2-6 →}}
{{learningstandard
| ls = Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
| cs = Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation (erosion) and deposition using a stream table, infiltration and runoff by measuring permeability and porosity of different materials, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).
| ab =
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Rock Cycle Infographic| Rock Cycle Infographic]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator|Earth’s Oceans–A Climate Change Indicator]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|Question 15]]
|-
| style="background-color:white;" | [[Questions:Dams on the Colorado River|Dams on the Colorado River]]
| style="background-color:white;" | [[Questions:Dams on the Colorado River#q1|Question 19]]
|-
| style="background-color:white;" | [[Questions:Dams on the Colorado River|Dams on the Colorado River]]
| style="background-color:white;" | [[Questions:Dams on the Colorado River#q2|Question 20]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q3|Question 11]]
|-
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific|The Complex Tectonics of the Western Pacific]]
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific#q5|Question 41]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park|Mount Morris Dam in Letchworth State Park]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park#q1|Question 38]]
|-
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park|Mount Morris Dam in Letchworth State Park]]
| style="background-color:white;" | [[Questions:Mount Morris Dam in Letchworth State Park#q3|Question 40]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]]
| style="background-color:white;" | [[Questions:The Power of Water#q1|Question 6]]
|-
| style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]]
| style="background-color:white;" | [[Questions:The Power of Water#q2|Question 7]]
|-
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q5|Question 25]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:New York State's Hudson River|New York State's Hudson River]]
| style="background-color:white;" | [[Questions:New York State's Hudson River#q1|Question 21]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Plan and conduct an investigation to demonstrate how the water’s structure, in all of its phases, affects its properties, and how water effects on Earth materials and surface processes.
| Level4 = Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
| Level3 = Using a given plan, conduct an investigation of the physical and chemical properties of water and water’s effects on Earth materials and surface processes <b><u>or</u></b> given a plan, and the results of an investigation, describe how the properties of water affect an Earth material and a surface process.
| Level2 = Given the results of an investigation or information of the chemical and/or physical properties of water (in its different forms), describe an effect that water would have on an Earth material or a surface process.
| Level1 = Given the results of an investigation or information about the chemical and/or physical properties of water (in its different forms) identify an effect that water would have on an Earth material or surface process.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* chemical weathering
* deposition
* Earth
* Earth materials
* Earth’s surface
* erosion
* frost wedging
* hydrologic cycle
* infiltration
* melt generation
* melting temperature
* permeability
* physical and chemical properties
* porosity
* properties of water
* recrystallization
* rock cycle
* runoff
* solubility
* stream deposition
* stream table
* stream transportation
* surface processes
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:How Did Earth Get Its Water?#q5|aquifer]] – Aug 2025
* [[Questions:Dams on the Colorado River#q1|basin]] – Aug 2026
* [[Questions:How Did Earth Get Its Water?#q5|bedrock]] – Aug 2025
* [[Questions:Mount Morris Dam in Letchworth State Park#q3|burial]] – Jan 2026
* [[Questions:The Power of Water#q2|calthemite straws]] – Aug 2025
* [[Questions:Dams on the Colorado River#q1|canyon]] – Aug 2026, [[Questions:Mount Morris Dam in Letchworth State Park#q1|Jan 2026]]
* [[Questions:The Power of Water#q2|caves]] – Aug 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|climate change]] – Aug 2026
* [[Questions:Dams on the Colorado River#q1|compaction]] – Aug 2026, [[Questions:Mount Morris Dam in Letchworth State Park#q3|Jan 2026]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q3|constructive processes]] – Jan 2026
* [[Questions:Dams on the Colorado River#q1|dams]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|density]] – Aug 2026, [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]]
* [[Questions:Dams on the Colorado River#q1|drainage basin]] – Aug 2026
* [[Questions:New York State's Hudson River#q1|drinking water]] – June 2025
* [[Questions:New York State's Hudson River#q1|estuary]] – June 2025
* [[Questions:Dams on the Colorado River#q2|evaporation]] – Aug 2026, [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q3|folding]] – Jan 2026
* [[Questions:The Power of Water#q1|freeze-thaw cycles]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q5|fresh water]] – Aug 2025, [[Questions:New York State's Hudson River#q1|June 2025]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q1|gorge]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q5|groundwater]] – Aug 2025
* [[Questions:Dams on the Colorado River#q1|irrigation]] – Aug 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q5|island arc]] – June 2026
* [[Questions:Dams on the Colorado River#q2|isolines]] – Aug 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q5|mantle]] – June 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q5|minerals]] – June 2026, [[Questions:The Power of Water#q2|Aug 2025]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q1|model]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]]
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|ocean]] – Aug 2026, [[Questions:The Slow Carbon Cycle#q3|June 2026]], [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]], [[Questions:New York State's Hudson River#q1|June 2025]]
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|ocean heat content]] – Aug 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q5|oceanic crust]] – June 2026
* [[Questions:Mount Morris Dam in Letchworth State Park#q3|outgassing]] – Jan 2026
* [[Questions:The Power of Water#q2|precipitate]] – Aug 2025
* [[Questions:Dams on the Colorado River#q1|precipitation]] – Aug 2026, [[Questions:Mount Morris Dam in Letchworth State Park#q3|Jan 2026]]
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|reflection]] – Aug 2026
* [[Questions:Dams on the Colorado River#q1|river]] – Aug 2026, [[Questions:The Slow Carbon Cycle#q3|June 2026]], [[Questions:Mount Morris Dam in Letchworth State Park#q1|Jan 2026]], [[Questions:New York State's Hudson River#q1|June 2025]]
* [[Questions:Mount Morris Dam in Letchworth State Park#q1|rock types]] – Jan 2026
* [[Questions:Dams on the Colorado River#q2|salinity]] – Aug 2026
* [[Questions:New York State's Hudson River#q1|salt front]] – June 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|sea level]] – Aug 2026
* [[Questions:Dams on the Colorado River#q2|seasons]] – Aug 2026, [[Questions:New York State's Hudson River#q1|June 2025]]
* [[Questions:Dams on the Colorado River#q1|sediment]] – Aug 2026, [[Questions:Mount Morris Dam in Letchworth State Park#q3|Jan 2026]], [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]]
* [[Questions:Dams on the Colorado River#q1|sedimentation]] – Aug 2026
* [[Questions:Dams on the Colorado River#q2|snowmelt]] – Aug 2026
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|specific heat]] – Aug 2026
* [[Questions:The Power of Water#q2|stalactites]] – Aug 2025
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q1|thermal expansion]] – Aug 2026
* [[Questions:New York State's Hudson River#q1|tides]] – June 2025
* [[Questions:How Did Earth Get Its Water?#q5|transpiration]] – Aug 2025
* [[Questions:Dams on the Colorado River#q1|tributary]] – Aug 2026
* [[Questions:Dams on the Colorado River#q1|velocity]] – Aug 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q5|volcano]] – June 2026
* [[Questions:Dams on the Colorado River#q2|water cycle]] – Aug 2026, [[Questions:How Did Earth Get Its Water?#q5|Aug 2025]]
* [[Questions:How Did Earth Get Its Water?#q5|water table]] – Aug 2025
* [[Questions:Mount Morris Dam in Letchworth State Park#q1|waterfall]] – Jan 2026
* [[Questions:New York State's Hudson River#q1|watershed]] – June 2025
* [[Questions:Mount Morris Dam in Letchworth State Park#q1|weathering]] – Jan 2026
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = 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.
| DCI1 = The Roles of Water in Earth’s Surface Processes: The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
| CC1 = Structure and function: The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Earth's Systems
}}
<metadesc>NYS Standard HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and
surface processes.</metadesc>

HS-ESS2-4

2026-09-27T23:17:37Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-4 {{!}} Energy Flow and Climate Change}}
{{Navlinks|HS-ESS2-7|HS-ESS2-8|← HS-ESS2-7|HS-ESS2-8 →}}
{{learningstandard
| ls = Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in
changes in climate.
| cs = Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition and plate tectonic movement.
| ab = Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Surface Ocean Currents Model| Surface Ocean Currents Model]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator|Earth’s Oceans–A Climate Change Indicator]]
| style="background-color:white;" | [[Questions:Earth’s Oceans–A Climate Change Indicator#q4|Question 18]]
|-
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q1|Question 23]]
|-
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q2|Question 43]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q4|Question 31]]
|-
| style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide|Atmospheric Carbon Dioxide]]
| style="background-color:white;" | [[Questions:Atmospheric Carbon Dioxide#q1|Question 46]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q1|Question 6]]
|-
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q2|Question 7]]
|-
| rowspan="2" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]]
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]]
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q2|Question 2]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Evaluate and analyze data from climate change models to describe climate factors and the causational or correlational effect they have on climate change over different time scales.
| Level4 = Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
| Level3 = Use a model/information to identify factor(s) that affect the flow of energy into or out of an Earth system and describe one effect this would have on climate occurring over various timescales <b><u>or</u></b> use a model/information to describe how one change in the flow of energy in and out of an Earth system results in a change of climate.
| Level2 = Use a model/information to identify how (a) factor(s) affect(s) the flow of energy into or out of an Earth system and identify the resulting effect on climate over a timescale.
| Level1 = Use a model/information to identify an energy flow into or out of an Earth system that results in a change in the climate.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absorption
* argument
* atmosphere
* atmospheric composition
* axis of rotation
* biosphere
* carbon dioxide concentrations
* climate change
* climate factors
* climate system
* cyclical changes
* Earth
* Earth materials
* Earth’s orbit
* Earth’s systems
* electromagnetic radiation
* energy flow
* flow of energy
* geological record
* glacial ice volumes
* glaciers
* human activity
* ice ages
* intensity and distribution of sunlight
* model
* ocean
* ocean circulation
* orientation of its axis
* plate tectonic movement
* precipitation patterns
* radiation
* reflection
* sea level
* shape of Earth’s orbit
* solar output
* solar system
* surface temperature
* tectonic events
* timescale
* volcanic activity
* volcanic ash clouds
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Greenland's Glacial Ice#q4|albedo effect]] – Jan 2026
* [[Questions:ESS Earth's Climate#q1|atmospheric pressure]] – Sample 2024
* [[Questions:Carbon Emissions in Industry#q1|bedrock]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q1|carbon]] – Aug 2026
* [[Questions:Carbon Emissions in Industry#q1|carbon dioxide]] – Aug 2026, [[Questions:Atmospheric Carbon Dioxide#q1|Aug 2025]], [[Questions:ESS Earth's Climate#q2|Sample 2024]]
* [[Questions:Carbon Emissions in Industry#q1|carbon emissions]] – Aug 2026
* [[Questions:Modeling Earth Systems to Understand Climate Change#q2|circulation patterns]] – June 2025
* [[Questions:ESS Earth's Climate#q1|climate feedback]] – Sample 2024
* [[Questions:Modeling Earth Systems to Understand Climate Change#q2|density]] – June 2025
* [[Questions:Greenland's Glacial Ice#q4|Earth’s surface]] – Jan 2026, [[Questions:Modeling Earth Systems to Understand Climate Change#q2|June 2025]]
* [[Questions:Carbon Emissions in Industry#q1|emissions]] – Aug 2026, [[Questions:Atmospheric Carbon Dioxide#q1|Aug 2025]]
* [[Questions:ESS Earth's Climate#q1|feedback]] – Sample 2024
* [[Questions:Carbon Emissions in Industry#q1|fossil fuels]] – Aug 2026
* [[Questions:Modeling Earth Systems to Understand Climate Change#q2|fresh water]] – June 2025
* [[Questions:Carbon Emissions in Industry#q1|global temperatures]] – Aug 2026
* [[Questions:Atmospheric Carbon Dioxide#q1|greenhouse gases]] – Aug 2025, [[Questions:ESS Earth's Climate#q2|Sample 2024]]
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q4|heat wave]] – Aug 2026
* [[Questions:Greenland's Glacial Ice#q4|ice]] – Jan 2026, [[Questions:Modeling Earth Systems to Understand Climate Change#q1|June 2025]], [[Questions:ESS Earth's Climate#q1|Sample 2024]]
* [[Questions:Greenland's Glacial Ice#q4|ice sheet]] – Jan 2026
* [[Questions:Carbon Emissions in Industry#q1|kiln]] – Aug 2026
* [[Questions:ESS Earth's Climate#q2|methane]] – Sample 2024
* [[Questions:Modeling Earth Systems to Understand Climate Change#q1|motion]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q1|Northern Hemisphere]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q1|obliquity]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q1|ocean currents]] – June 2025
* [[Questions:ESS Earth's Climate#q2|permafrost]] – Sample 2024
* [[Questions:Carbon Emissions in Industry#q1|quarry]] – Aug 2026
* [[Questions:Greenland's Glacial Ice#q4|sea ice]] – Jan 2026, [[Questions:ESS Earth's Climate#q1|Sample 2024]]
* [[Questions:ESS Earth's Climate#q2|snow cover]] – Sample 2024
* [[Questions:Carbon Emissions in Industry#q1|soil]] – Aug 2026, [[Questions:Greenland's Glacial Ice#q4|Jan 2026]], [[Questions:ESS Earth's Climate#q2|Sample 2024]]
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q2|stratosphere]] – Aug 2026
* [[Questions:Atmospheric Carbon Dioxide#q1|temperature anomaly]] – Aug 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q2|troposphere]] – Aug 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q2|water vapor]] – Aug 2026, [[Questions:ESS Earth's Climate#q2|Sample 2024]]
* [[Questions:ESS Earth's Climate#q2|wetlands]] – Sample 2024
* [[Questions:Earth’s Oceans–A Climate Change Indicator#q4|wildfire]] – Aug 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* energy balance (Earth's energy budget) – implied by "Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate."
* Milankovitch cycles – implied by "Cyclical changes in the shape of Earth's orbit around the sun, together with changes in the tilt of the planet's axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages"
* thermohaline circulation – implied by "ocean circulation"
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and using models: Use a model to provide mechanistic accounts of phenomena.
| SEP2 = Scientific knowledge is based on empirical evidence: Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
| DCI1 = Earth and the solar system: Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.
| DCI2 = Earth materials and systems: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
| DCI3 = Weather and climate: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
| DCI4 = Weather and climate: Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
| CC1 = Cause and effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Weather and Climate
}}
<metadesc>NYS Standard HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.</metadesc>

HS-ESS2-3

2026-09-27T23:17:36Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-3 {{!}} Thermal Convection in Earth}}
{{Navlinks|HS-ESS2-2|HS-ESS2-5|← HS-ESS2-2|HS-ESS2-5 →}}
{{learningstandard
| ls = Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal
convection.
| cs = Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three- dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Rocks and minerals can be identified and classified using various tests and protocols that determine their physical and chemical properties. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.
| ab =
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Model of Earth's Interior Structure| Model of Earth's Interior Structure]]
*[[Model of Bowen's Reaction Series| Model of Bowen's Reaction Series]]
*[[Mineral Composition of Igneous Rocks| Mineral Composition of Igneous Rocks]]
*[[Mineral Identification Flowchart| Mineral Identification Flowchart]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q5|Question 9]]
|-
| style="background-color:white;" | [[Questions:Canary Islands Hotspot|Canary Islands Hotspot]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot#q3|Question 12]]
|-
| rowspan="5" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q2|Question 10]]
|-
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific|The Complex Tectonics of the Western Pacific]]
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific#q3|Question 39]]
|-
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific|The Complex Tectonics of the Western Pacific]]
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific#q4|Question 40]]
|-
| style="background-color:white;" | [[Questions:The Siberian Traps|The Siberian Traps]]
| style="background-color:white;" | [[Questions:The Siberian Traps#q1|Question 47]]
|-
| style="background-color:white;" | [[Questions:The Siberian Traps|The Siberian Traps]]
| style="background-color:white;" | [[Questions:The Siberian Traps#q2|Question 48]]
|-
| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]]
| style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q1|Question 14]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex|Northern New York's Pyrites Complex]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex#q1|Question 26]]
|-
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex|Northern New York's Pyrites Complex]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex#q3|Question 28]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q6|Question 6]]
|-
| rowspan="7" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q5|Question 5]]
|-
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior|Modeling of Earth's Interior]]
| style="background-color:white;" | [[Questions:ESS Modeling of Earths Interior#q6|Question 6]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop a complex model of Earth’s interior using multiple pieces of evidence to illustrate the relationships between systems and/or the components of a system in order to describe the cycling of matter by thermal convection.
| Level4 = Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
| Level3 = Given a model, describe the cycling of matter (e.g., minerals and rock cycle) by thermal convection based on evidence of Earth’s interior <b><u>or</u></b> given a model with evidence, describe stages of recycling of Earth materials by surface processes or by convection currents in the mantle <b><u>or</u></b> identify the location of the formation of rock types using evidence from a given model.
| Level2 = Given a model of Earth’s interior, identify the evidence that shows the cycling of matter by thermal convection <b><u>or</u></b> given a model with evidence, identify stages of recycling of Earth materials by surface processes or by convection currents in the mantle <b><u>or</u></b> identify a rock or mineral using evidence from a given a model of physical and chemical properties of rocks or minerals.
| Level1 = Given a model of Earth’s interior, identify the evidence, from those provided, that shows the cycling of matter by thermal convection <b><u>or</u></b> given a model with evidence, identify a stage of recycling of Earth materials by surface processes or by convection currents in the mantle.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* composition
* constraints
* convection currents
* crust
* cycling of matter
* deep probes
* density
* Earth
* Earth materials
* Earth’s formation
* Earth’s interior
* Earth’s layers
* Earth’s magnetic field
* Earth’s surface
* high-pressure laboratory experiments
* igneous rock
* inner core
* isotope
* mantle
* mantle convection
* metamorphic rock
* minerals
* model
* motion
* natural systems
* outer core
* outward flow of energy
* physical and chemical properties
* plate tectonics
* radial layers
* radioactive decay
* recycling
* recycling of Earth materials
* reflection
* residual heat
* rock cycle
* rock types
* sedimentary rock
* seismic waves
* surface processes
* thermal convection
* unstable isotopes
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Mined and Mineral Resources of New York State#q1|abrasives]] – Jan 2026
* [[Questions:The Slow Carbon Cycle#q2|accretionary wedge]] – June 2026
* [[Questions:ESS Theia and the Moon#q6|artificial impacts]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|asteroids]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|asthenosphere]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q2|atmosphere]] – June 2026, [[Questions:ESS Plate Tectonics#q4|Sample 2024]]
* [[Questions:Northern New York's Pyrites Complex#q1|basin]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q2|bedrock]] – June 2026, [[Questions:Northern New York's Pyrites Complex#q3|Aug 2025]], [[Questions:ESS Modeling of Earths Interior#q5|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q4|burial]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q2|carbon]] – June 2026
* [[Questions:The Slow Carbon Cycle#q2|carbon dioxide]] – June 2026
* [[Questions:ESS Modeling of Earths Interior#q4|cementation]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q2|chemical weathering]] – June 2026
* [[Questions:ESS Theia and the Moon#q6|collision]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|comets]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q4|compaction]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q1|compressional wave velocity]] – Sample 2024
* [[Questions:The Siberian Traps#q1|continental crust]] – June 2026, [[Questions:ESS Plate Tectonics#q4|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q3|continental rift zone]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|convergent plate boundary]] – Sample 2024
* [[Questions:The Siberian Traps#q1|craton]] – June 2026
* [[Questions:ESS Modeling of Earths Interior#q4|crystallization]] – Sample 2024
* [[Questions:Chesapeake Bay Impact Event#q5|deposition]] – Aug 2026, [[Questions:The Slow Carbon Cycle#q2|June 2026]], [[Questions:Northern New York's Pyrites Complex#q1|Aug 2025]]
* [[Questions:ESS Modeling of Earths Interior#q3|divergent plate boundary]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|earthquakes]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|elements]] – Sample 2024
* [[Questions:Chesapeake Bay Impact Event#q5|erosion]] – Aug 2026, [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:Northern New York's Pyrites Complex#q1|fault]] – Aug 2025, [[Questions:ESS Modeling of Earths Interior#q5|Sample 2024]]
* [[Questions:Canary Islands Hotspot#q3|felsic]] – Aug 2026
* [[Questions:The Siberian Traps#q1|flood basalts]] – June 2026
* [[Questions:ESS Plate Tectonics#q4|geothermal gradient]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|hot spot]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q1|igneous intrusions]] – Aug 2025
* [[Questions:Northern New York's Pyrites Complex#q1|intrusive igneous rock]] – Aug 2025
* [[Questions:Canary Islands Hotspot#q3|iron]] – Aug 2026, [[Questions:The Siberian Traps#q2|June 2026]], [[Questions:ESS Modeling of Earths Interior#q1|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q4|island arc]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q3|lava]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q3|Sample 2024]]
* [[Questions:The Slow Carbon Cycle#q2|lithosphere]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q3|Sample 2024]]
* [[Questions:ESS Plate Tectonics#q4|lithospheric plates]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q1|lower mantle]] – Sample 2024
* [[Questions:Canary Islands Hotspot#q3|mafic]] – Aug 2026
* [[Questions:The Slow Carbon Cycle#q2|magma]] – June 2026, [[Questions:Northern New York's Pyrites Complex#q1|Aug 2025]], [[Questions:ESS Modeling of Earths Interior#q3|Sample 2024]]
* [[Questions:The Complex Tectonics of the Western Pacific#q4|magma chamber]] – June 2026
* [[Questions:ESS Modeling of Earths Interior#q5|magnetic field reversal]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q5|magnetic minerals]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q5|magnetic polarity]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q2|magnetism]] – Sample 2024
* [[Questions:The Siberian Traps#q1|mantle plume]] – June 2026
* [[Questions:ESS Modeling of Earths Interior#q4|metamorphism]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|meteorite impacts]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q4|mid-ocean ridges]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|moon]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|moonquake]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q4|mountain]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|mountain range]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|nested deep moonquakes]] – Sample 2024
* [[Questions:Mined and Mineral Resources of New York State#q1|observations]] – Jan 2026
* [[Questions:The Slow Carbon Cycle#q2|ocean]] – June 2026, [[Questions:Northern New York's Pyrites Complex#q1|Aug 2025]], [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:Northern New York's Pyrites Complex#q3|ocean floor]] – Aug 2025, [[Questions:ESS Modeling of Earths Interior#q5|Sample 2024]]
* [[Questions:The Complex Tectonics of the Western Pacific#q3|oceanic crust]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q3|Sample 2024]]
* [[Questions:The Slow Carbon Cycle#q2|outgassing]] – June 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q3|partial melting]] – June 2026
* [[Questions:ESS Theia and the Moon#q6|planetary body]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q1|planets]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|plate interaction]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|radioactive isotopes]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q4|rifting]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q4|rigid mantle]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q2|river]] – June 2026
* [[Questions:ESS Modeling of Earths Interior#q3|rock-forming minerals]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q4|sea-floor spreading]] – Sample 2024
* [[Questions:Chesapeake Bay Impact Event#q5|sediment]] – Aug 2026, [[Questions:The Slow Carbon Cycle#q2|June 2026]], [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q4|sedimentation]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|seismic activity]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q6|shallow moonquakes]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q1|shear wave velocity]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|shield volcano]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q2|silicate weathering]] – June 2026
* [[Questions:The Slow Carbon Cycle#q2|soil]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q2|states of matter]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q3|stratovolcano]] – Sample 2024
* [[Questions:Mined and Mineral Resources of New York State#q1|streak]] – Jan 2026
* [[Questions:ESS Modeling of Earths Interior#q3|subducting plate]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q3|subduction]] – June 2026, [[Questions:Northern New York's Pyrites Complex#q1|Aug 2025]], [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q3|transform plate boundary]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q1|transition zone]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q4|trenches]] – Sample 2024
* [[Questions:The Siberian Traps#q1|upper mantle]] – June 2026, [[Questions:Northern New York's Pyrites Complex#q1|Aug 2025]], [[Questions:ESS Modeling of Earths Interior#q1|Sample 2024]]
* [[Questions:ESS Modeling of Earths Interior#q1|velocity]] – Sample 2024
* [[Questions:ESS Modeling of Earths Interior#q1|volcanic activity]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q1|volcanism]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q2|volcano]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q3|Sample 2024]]
* [[Questions:The Slow Carbon Cycle#q2|weathering]] – June 2026, [[Questions:ESS Modeling of Earths Interior#q4|Sample 2024]]
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* P-waves and S-waves – implied by "seismic waves"
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and using models: Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
| SEP2 = Scientific knowledge is based on empirical evidence: Science knowledge is based on empirical evidence.
| SEP 3 = Scientific knowledge is based on empirical evidence: Science disciplines share common rules of evidence used to evaluate explanations about natural systems.
| SEP 4 = Scientific knowledge is based on empirical evidence: Science includes the process of coordinating patterns of evidence with current theory.
| DCI1 = Earth materials and systems: Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.
| DCI2 = Plate Tectonics and Large-Scale System Interactions: Residual heat from Earth’s formation and the radioactive decay of unstable isotopes in Earth’s interior continually generate energy that is absorbed by Earth’s mantle and crust, driving mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.
| DCI3 = Plate Tectonics and Large-Scale System Interactions: Minerals are the building blocks of igneous, metamorphic, and sedimentary rocks and can be identified using physical and chemical characteristics. These rock types are evidence of stages of constant recycling of Earth material by surface processes and convection currents in the mantle.
| DCI4 = Wave properties: Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.
| CC1 = Energy and matter: Energy drives the cycling of matter within and between systems.
| CC2 = Interdependence of science, technology, and engineering: Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Earth's Systems
}}
<metadesc>NYS Standard HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal
convection.</metadesc>

HS-ESS2-2

2026-09-27T23:17:34Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-2 {{!}} Feedbacks in Earth’s Systems}}
{{Navlinks|HS-ESS2-1|HS-ESS2-3|← HS-ESS2-1|HS-ESS2-3 →}}
{{learningstandard
| ls = Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that
cause changes to Earth’s systems.
| cs = Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.
| ab =
}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q2|Question 29]]
|-
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]]
| style="background-color:white;" | [[Questions:The Aral Sea Region#q4|Question 31]]
|-
| style="background-color:white;" | [[Questions:The Gulf|The Gulf]]
| style="background-color:white;" | [[Questions:The Gulf#q2|Question 34]]
|-
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]]
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|Question 42]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|Question 25]]
|-
| style="background-color:white;" | [[Questions:The Siberian Traps|The Siberian Traps]]
| style="background-color:white;" | [[Questions:The Siberian Traps#q3|Question 49]]
|-
| rowspan="5" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q3|Question 12]]
|-
| style="background-color:white;" | [[Questions:Doggerland|Doggerland]]
| style="background-color:white;" | [[Questions:Doggerland#q1|Question 24]]
|-
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]]
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q2|Question 29]]
|-
| style="background-color:white;" | [[Questions:Energy and Mineral Resources|Energy and Mineral Resources]]
| style="background-color:white;" | [[Questions:Energy and Mineral Resources#q1|Question 42]]
|-
| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
| style="background-color:white;" | [[Questions:The Carboniferous Period#q2|Question 47]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]]
| style="background-color:white;" | [[Questions:The Power of Water#q4|Question 9]]
|-
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q4|Question 24]]
|-
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]]
| style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q3|Question 38]]
|-
| rowspan="8" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]]
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q4|Question 9]]
|-
| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Carbon Cycle#q1|Question 11]]
|-
| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Carbon Cycle#q4|Question 14]]
|-
| style="background-color:white;" | [[Questions:New York State's Hudson River|New York State's Hudson River]]
| style="background-color:white;" | [[Questions:New York State's Hudson River#q2|Question 22]]
|-
| style="background-color:white;" | [[Questions:New York State's Hudson River|New York State's Hudson River]]
| style="background-color:white;" | [[Questions:New York State's Hudson River#q5|Question 25]]
|-
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q1|Question 36]]
|-
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q3|Question 43]]
|-
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
| style="background-color:white;" | [[Questions:Human Impact on Earth#q4|Question 44]]
|-
| rowspan="2" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]]
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]]
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q5|Question 5]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q6|Question 6]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Compare and contrast various geoscience data sets to examine consistency of measurements and observations in order to make the claim that changes to Earth’s surface can create feedbacks that influence the stability of Earth’s systems over time.
| Level4 = Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.
| Level3 = Analyze geoscience data/information to support the claim that a change to Earth’s surface or an Earth system can create a feedback that cause changes to one or more Earth’s system(s).
| Level2 = Identify the geoscience data/information that provides evidence for a given claim that a change to Earth’s surface or an Earth system results in a change to another Earth system <b><u>or</u></b> provides evidence to support/refute a given claim that a change to an Earth’s surface or one Earth system results in a change to another Earth system.
| Level1 = Using geoscience data/information, identify one change in Earth’s surface or an Earth system and how it will result in a change to another Earth system.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absorption
* atmosphere
* climate feedback
* climate system
* coastal erosion
* costs and benefits
* dammed rivers
* design solution
* Earth
* Earth materials
* Earth’s surface
* Earth’s systems
* electromagnetic radiation
* feedback
* geoscience data
* glacial ice
* global temperatures
* greenhouse gases
* ground vegetation
* groundwater recharge
* humidity
* ice
* model
* negative feedback
* new technologies
* observations
* ocean
* positive feedback
* radiation
* reflection
* river
* runoff
* sediment transport
* soil erosion
* surface temperature
* system feedback
* wetland extent
* wetland loss
* wetlands
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Gulf#q2|abyssal plain]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q1|acid mine drainage]] – Jan 2026
* [[Questions:The Siberian Traps#q3|acid rain]] – June 2026
* [[Questions:Energy and Mineral Resources#q1|acidic]] – Jan 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|aerosols]] – June 2026
* [[Questions:Energy and Mineral Resources#q1|air pollution]] – Jan 2026
* [[Questions:ESS Earth's Climate#q3|albedo]] – Sample 2024
* [[Questions:Ghost Forests#q1|anomaly]] – June 2025
* [[Questions:Human Impact on Earth#q3|arable land]] – June 2025
* [[Questions:The Carboniferous Period#q2|atmospheric composition]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q3|banded iron formations]] – Jan 2026
* [[Questions:The Gulf#q2|basin]] – Aug 2026
* [[Questions:Evolution of Early Earth Systems#q3|bedrock]] – Jan 2026
* [[Questions:Energy and Mineral Resources#q1|biodiversity]] – Jan 2026
* [[Questions:The Carbon Cycle#q1|biomass]] – June 2025
* [[Questions:Human Impact on Earth#q4|biomass fuel]] – June 2025
* [[Questions:The Siberian Traps#q3|biosphere]] – June 2026, [[Questions:Energy and Mineral Resources#q1|Jan 2026]]
* [[Questions:Evolution of Early Earth Systems#q3|black smokers]] – Jan 2026
* [[Questions:The Carbon Cycle#q1|carbon]] – June 2025
* [[Questions:The Carbon Cycle#q1|carbon cycle]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|carbon dioxide]] – Jan 2026, [[Questions:The Carbon Cycle#q1|June 2025]]
* [[Questions:Ghost Forests#q1|carbon sinks]] – June 2025
* [[Questions:The Carbon Cycle#q1|carbon uptake]] – June 2025
* [[Questions:The Siberian Traps#q3|chemical weathering]] – June 2026
* [[Questions:The Gulf#q2|climate change]] – Aug 2026, [[Questions:Doggerland#q1|Jan 2026]]
* [[Questions:Ghost Forests#q1|coastal flooding]] – June 2025
* [[Questions:Human Impact on Earth#q4|conservation]] – June 2025
* [[Questions:ESS Earth's Climate#q3|cryosphere]] – Sample 2024
* [[Questions:The Carbon Cycle#q1|decomposition]] – June 2025
* [[Questions:Energy and Mineral Resources#q1|deforestation]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q4|Aug 2025]]
* [[Questions:ESS Earth's Climate#q3|density]] – Sample 2024
* [[Questions:The Aral Sea Region#q2|deposition]] – Aug 2026, [[Questions:Dams and Flood Mitigation#q3|Aug 2025]], [[Questions:Modeling Earth Systems to Understand Climate Change#q4|June 2025]]
* [[Questions:The Aral Sea Region#q4|desertification]] – Aug 2026
* [[Questions:New York State's Hudson River#q5|dredging]] – June 2025
* [[Questions:The Gulf#q2|eddies]] – Aug 2026
* [[Questions:The Siberian Traps#q3|emissions]] – June 2026, [[Questions:Ghost Forests#q1|June 2025]]
* [[Questions:Energy and Mineral Resources#q1|energy and mineral resources]] – Jan 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|energy flow]] – June 2026
* [[Questions:The Aral Sea Region#q2|erosion]] – Aug 2026, [[Questions:Energy and Mineral Resources#q1|Jan 2026]], [[Questions:How Did Earth Get Its Water?#q4|Aug 2025]], [[Questions:Ghost Forests#q1|June 2025]]
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|eruption column]] – Aug 2026
* [[Questions:Human Impact on Earth#q3|evaporation]] – June 2025
* [[Questions:The Carbon Cycle#q1|fossil fuels]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|free oxygen]] – Jan 2026
* [[Questions:Greenland's Glacial Ice#q2|fresh water]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q4|Aug 2025]], [[Questions:Ghost Forests#q1|June 2025]]
* [[Questions:Evolution of Early Earth Systems#q3|geologic time]] – Jan 2026
* [[Questions:The Siberian Traps#q3|geosphere]] – June 2026, [[Questions:Evolution of Early Earth Systems#q3|Jan 2026]], [[Questions:ESS Earth's Climate#q3|Sample 2024]]
* [[Questions:Ghost Forests#q1|ghost forest]] – June 2025
* [[Questions:Modeling Earth Systems to Understand Climate Change#q4|glacial melting]] – June 2025
* [[Questions:Doggerland#q1|glaciers]] – Jan 2026, [[Questions:Modeling Earth Systems to Understand Climate Change#q4|June 2025]]
* [[Questions:The Power of Water#q4|gorge]] – Aug 2025
* [[Questions:Energy and Mineral Resources#q1|groundwater]] – Jan 2026, [[Questions:Ghost Forests#q1|June 2025]]
* [[Questions:Energy and Mineral Resources#q1|groundwater contamination]] – Jan 2026
* [[Questions:Ghost Forests#q1|habitats]] – June 2025
* [[Questions:Human Impact on Earth#q4|human activity]] – June 2025
* [[Questions:The Siberian Traps#q3|hydrosphere]] – June 2026, [[Questions:Evolution of Early Earth Systems#q3|Jan 2026]], [[Questions:ESS Earth's Climate#q3|Sample 2024]]
* [[Questions:Evolution of Early Earth Systems#q3|hydrothermal vents]] – Jan 2026
* [[Questions:Doggerland#q1|ice sheet]] – Jan 2026
* [[Questions:The Carbon Cycle#q4|ice-core data]] – June 2025
* [[Questions:The Carbon Cycle#q1|inorganic carbon]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|iron]] – Jan 2026
* [[Questions:Doggerland#q1|land bridge]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q4|land use]] – Aug 2025
* [[Questions:Human Impact on Earth#q3|livestock]] – June 2025
* [[Questions:ESS Plate Tectonics#q6|mantle]] – Sample 2024
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|mass]] – Aug 2026, [[Questions:Greenland's Glacial Ice#q2|Jan 2026]]
* [[Questions:Evolution of Early Earth Systems#q3|mass extinction]] – Jan 2026
* [[Questions:The Carbon Cycle#q1|megafires]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|methane]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q3|microfossils]] – Jan 2026
* [[Questions:Energy and Mineral Resources#q1|minerals]] – Jan 2026
* [[Questions:The Siberian Traps#q3|mining]] – June 2026, [[Questions:Energy and Mineral Resources#q1|Jan 2026]]
* [[Questions:The Carbon Cycle#q4|mountain]] – June 2025
* [[Questions:Ghost Forests#q1|natural disaster]] – June 2025
* [[Questions:The Gulf#q2|ocean circulation]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q1|open pit mine]] – Jan 2026
* [[Questions:Human Impact on Earth#q4|overgrazing]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|oxygen]] – Jan 2026
* [[Questions:ESS Plate Tectonics#q6|Pangea]] – Sample 2024
* [[Questions:The Carbon Cycle#q1|photosynthesis]] – June 2025
* [[Questions:The Siberian Traps#q3|physical weathering]] – June 2026
* [[Questions:How Did Earth Get Its Water?#q4|plant cover]] – Aug 2025
* [[Questions:ESS Earth's Climate#q5|Polar Easterlies]] – Sample 2024
* [[Questions:ESS Earth's Climate#q5|Polar Front Jet Stream]] – Sample 2024
* [[Questions:Energy and Mineral Resources#q1|pollutants]] – Jan 2026
* [[Questions:Energy and Mineral Resources#q1|pollution]] – Jan 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|precipitation]] – Aug 2026, [[Questions:Energy and Mineral Resources#q1|Jan 2026]]
* [[Questions:The Power of Water#q4|rate of erosion]] – Aug 2025
* [[Questions:ESS Earth's Climate#q3|reflectivity]] – Sample 2024
* [[Questions:Greenland's Glacial Ice#q2|salinity]] – Jan 2026, [[Questions:New York State's Hudson River#q2|June 2025]], [[Questions:ESS Earth's Climate#q3|Sample 2024]]
* [[Questions:New York State's Hudson River#q2|salt front]] – June 2025
* [[Questions:Ghost Forests#q1|saltwater intrusion]] – June 2025
* [[Questions:ESS Earth's Climate#q5|sea ice]] – Sample 2024
* [[Questions:Greenland's Glacial Ice#q2|sea level]] – Jan 2026, [[Questions:Ghost Forests#q1|June 2025]], [[Questions:ESS Earth's Climate#q3|Sample 2024]]
* [[Questions:The Aral Sea Region#q2|sediment]] – Aug 2026, [[Questions:Dams and Flood Mitigation#q3|Aug 2025]]
* [[Questions:Evolution of Early Earth Systems#q3|sedimentary rock]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q4|soil]] – Aug 2025, [[Questions:The Carbon Cycle#q1|June 2025]]
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|solar energy]] – June 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|solar radiation]] – June 2026
* [[Questions:Ghost Forests#q1|storm surge]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q3|stromatolites]] – Jan 2026
* [[Questions:ESS Plate Tectonics#q6|subduction zone]] – Sample 2024
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|submarine volcano]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q1|subsidence]] – Jan 2026
* [[Questions:The Gulf#q2|surface ocean currents]] – Aug 2026
* [[Questions:Energy and Mineral Resources#q1|tailings]] – Jan 2026
* [[Questions:Ghost Forests#q1|temperature anomaly]] – June 2025
* [[Questions:How Did Earth Get Its Water?#q4|urbanization]] – Aug 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|volcanic eruptions]] – June 2026
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|volcano]] – Aug 2026, [[Questions:The Influence of Volcanoes on Earth’s Systems#q2|June 2026]]
* [[Questions:ESS Plate Tectonics#q6|water flux]] – Sample 2024
* [[Questions:Ghost Forests#q1|water quality]] – June 2025
* [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q1|water vapor]] – Aug 2026
* [[Questions:New York State's Hudson River#q2|weather conditions]] – June 2025
* [[Questions:The Carbon Cycle#q1|weathering]] – June 2025
* [[Questions:The Carbon Cycle#q1|wildfire]] – June 2025
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* greenhouse effect – implied by "how an increase in greenhouse gases causes a rise in global temperatures"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Analyzing and interpreting data: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
| DCI1 = Earth Materials and Systems: Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
| DCI2 = Weather and climate: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
| CC1 = Stability and change: Feedback (negative or positive) can stabilize or destabilize a system.
| CC2 = Influence of engineering, technology, and science on society and the natural world: New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Earth's Systems
}}
<metadesc>NYS Standard HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.</metadesc>

HS-ESS2-1

2026-09-27T23:17:33Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS2-1 {{!}} Earth's Surface Processes}}
{{Navlinks|HS-ESS1-7|HS-ESS2-2|← HS-ESS1-7|HS-ESS2-2 →}}
{{learningstandard
| ls = Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and
temporal scales to form continental and ocean-floor features.
| cs = Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive processes (such as volcanism, tectonic uplift, and deposition) and destructive processes (such as weathering, subduction, and coastal erosion).
| ab = Assessment does not include recalling the details of the formation of specific geographic features of Earth’s surface.
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Generalized Surface Bedrock Geology of New York State| Generalized Surface Bedrock Geology of New York State]]
*[[Geographic Province and Landscape Regions of New York State| Geographic Province and Landscape Regions of New York State]]
*[[Generalized Cross Section Model of Earth's Surface and Interior| Generalized Cross Section Model of Earth's Surface and Interior]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q3|Question 7]]
|-
| style="background-color:white;" | [[Questions:Canary Islands Hotspot|Canary Islands Hotspot]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot#q1|Question 10]]
|-
| style="background-color:white;" | [[Questions:Canary Islands Hotspot|Canary Islands Hotspot]]
| style="background-color:white;" | [[Questions:Canary Islands Hotspot#q2|Question 11]]
|-
| style="background-color:white;" | [[Questions:The Gulf|The Gulf]]
| style="background-color:white;" | [[Questions:The Gulf#q3|Question 35]]
|-
| rowspan="6" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Iceland Hotspot|Iceland Hotspot]]
| style="background-color:white;" | [[Questions:Iceland Hotspot#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q4|Question 12]]
|-
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]]
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q1|Question 24]]
|-
| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
| style="background-color:white;" | [[Questions:Lake Nyos#q4|Question 35]]
|-
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific|The Complex Tectonics of the Western Pacific]]
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific#q2|Question 38]]
|-
| style="background-color:white;" | [[Questions:The Siberian Traps|The Siberian Traps]]
| style="background-color:white;" | [[Questions:The Siberian Traps#q4|Question 50]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q4|Question 13]]
|-
| style="background-color:white;" | [[Questions:Doggerland|Doggerland]]
| style="background-color:white;" | [[Questions:Doggerland#q2|Question 25]]
|-
| rowspan="4" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex|Northern New York's Pyrites Complex]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex#q2|Question 27]]
|-
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex|Northern New York's Pyrites Complex]]
| style="background-color:white;" | [[Questions:Northern New York's Pyrites Complex#q4|Question 29]]
|-
| style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]]
| style="background-color:white;" | [[Questions:New York State Fossils of Note#q2|Question 42]]
|-
| style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]]
| style="background-color:white;" | [[Questions:New York State Fossils of Note#q4|Question 44]]
|-
| rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q4|Question 29]]
|-
| style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]]
| style="background-color:white;" | [[Questions:Ghost Forests#q4|Question 39]]
|-
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands|Tectonics of Hawaiian Islands]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands#q1|Question 46]]
|-
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands|Tectonics of Hawaiian Islands]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands#q4|Question 49]]
|-
| rowspan="2" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q4|Question 4]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q1|Question 1]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Develop a complex model which allows for manipulation and testing that demonstrates the relationships between Earth's internal and surface processes responsible for the formation of continental and ocean-floor features across varying spatial and temporal scales.
| Level4 = Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
| Level3 = Use a model to explain how Earth's internal and/or surface processes (constructive and/or destructive) operate at different spatial or temporal scales to form continental and/or ocean-floor features <b><u>or</u></b> to explain the distribution of rocks and/or minerals within Earth's crust.
| Level2 = Use a model to identify Earth's internal and/or surface process(es) (constructive and/or destructive) that operate at different spatial or temporal scales to form continental and/or ocean-floor features <b><u>or</u></b> to identify an Earth surface or internal process that forms continental or oceanic floor features <b><u>or</u></b> to explain the distribution of rocks and/or minerals within Earth's crust.
| Level1 = Use a model to determine whether a continental or ocean-floor feature results from Earth's internal and/or surface process(es) (constructive and/or destructive) <b><u>or</u></b> to identify the distribution of rocks and/or minerals within Earth's crust.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* coastal erosion
* constructive processes
* continental features
* crust
* deposition
* destructive processes
* Earth
* Earth materials
* Earth’s surface
* Earth’s systems
* erosion
* feedback
* geologic history
* internal and surface processes
* land features
* minerals
* model
* mountain
* ocean
* ocean-floor features
* plate movements
* plate tectonics
* plateaus
* ridges
* sea-floor features
* seamounts
* spatial scales
* subduction
* surface processes
* tectonic uplift
* temporal scales
* trenches
* unifying theory
* valleys
* volcanism
* weathering
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:ESS Theia and the Moon#q1|accretion]] – Sample 2024
* [[Questions:Tectonics of Hawaiian Islands#q1|active volcanoes]] – June 2025
* [[Questions:ESS Theia and the Moon#q4|archipelago]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q1|asteroids]] – Sample 2024
* [[Questions:Evolution of Early Earth Systems#q4|atmosphere]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q4|banded iron formations]] – Jan 2026
* [[Questions:ESS Theia and the Moon#q4|barrier sand bar]] – Sample 2024
* [[Questions:The Gulf#q3|basin]] – Aug 2026, [[Questions:Northern New York's Pyrites Complex#q2|Aug 2025]], [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:Tectonics of Hawaiian Islands#q1|bedrock]] – June 2025
* [[Questions:Evolution of Early Earth Systems#q4|black smokers]] – Jan 2026
* [[Questions:ESS Theia and the Moon#q4|butte]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|canyon]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q4|chemical weathering]] – June 2026
* [[Questions:New York State Fossils of Note#q4|climate zone]] – Aug 2025
* [[Questions:ESS Theia and the Moon#q1|collision]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q1|composition]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q4|continental crust]] – Aug 2025, [[Questions:The Origin of Our Solar System#q4|June 2025]]
* [[Questions:ESS Plate Tectonics#q1|continental drift]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q4|continental shelf]] – June 2026
* [[Questions:The Slow Carbon Cycle#q4|crystallization]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|delta]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q1|Earth’s interior]] – Sample 2024
* [[Questions:Ghost Forests#q4|earthquakes]] – June 2025
* [[Questions:The Siberian Traps#q4|elements]] – June 2026
* [[Questions:The Gulf#q3|Equator]] – Aug 2026, [[Questions:New York State Fossils of Note#q4|Aug 2025]]
* [[Questions:New York State Fossils of Note#q2|eurypterid]] – Aug 2025
* [[Questions:Tectonics of Hawaiian Islands#q1|extinct volcanoes]] – June 2025
* [[Questions:Northern New York's Pyrites Complex#q2|fault]] – Aug 2025
* [[Questions:Lake Nyos#q4|felsic]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|flood basalts]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|flood plain]] – Sample 2024
* [[Questions:New York State Fossils of Note#q4|fossil forest]] – Aug 2025
* [[Questions:New York State Fossils of Note#q4|fossils]] – Aug 2025, [[Questions:ESS Plate Tectonics#q1|Sample 2024]]
* [[Questions:New York State Fossils of Note#q2|fresh water]] – Aug 2025
* [[Questions:Canary Islands Hotspot#q2|geologic epoch]] – Aug 2026
* [[Questions:Northern New York's Pyrites Complex#q2|geologic processes]] – Aug 2025, [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:Ghost Forests#q4|ghost forest]] – June 2025
* [[Questions:ESS Theia and the Moon#q1|giant impact hypothesis]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q4|granitic plutons]] – Aug 2025
* [[Questions:The Origin of Our Solar System#q4|impact craters]] – June 2025, [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:ESS Theia and the Moon#q4|inlet]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q1|inner planets]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q2|intrusive igneous rock]] – Aug 2025
* [[Questions:The Siberian Traps#q4|iron]] – June 2026, [[Questions:Evolution of Early Earth Systems#q4|Jan 2026]]
* [[Questions:The Complex Tectonics of the Western Pacific#q2|island arc]] – June 2026
* [[Questions:Canary Islands Hotspot#q2|island chain]] – Aug 2026, [[Questions:Tectonics of Hawaiian Islands#q1|June 2025]]
* [[Questions:New York State Fossils of Note#q4|land plants]] – Aug 2025
* [[Questions:ESS Theia and the Moon#q4|lava]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|lava flows]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q4|lithification]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|lunar crust]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|lunar highlands]] – Sample 2024
* [[Questions:Lake Nyos#q4|mafic]] – June 2026
* [[Questions:Tectonics of Hawaiian Islands#q1|magma]] – June 2025
* [[Questions:The Origin of Our Solar System#q4|mantle]] – June 2025, [[Questions:ESS Theia and the Moon#q1|Sample 2024]]
* [[Questions:The Gulf#q3|mantle convection]] – Aug 2026
* [[Questions:ESS Theia and the Moon#q4|mare]] – Sample 2024
* [[Questions:The Slow Carbon Cycle#q4|mechanical weathering]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|mesa]] – Sample 2024
* [[Questions:Northern New York's Pyrites Complex#q2|metamorphism]] – Aug 2025
* [[Questions:The Origin of Our Solar System#q4|meteorites]] – June 2025
* [[Questions:ESS Plate Tectonics#q1|meteorologist]] – Sample 2024
* [[Questions:The Origin of Our Solar System#q4|molten rock]] – June 2025, [[Questions:ESS Theia and the Moon#q1|Sample 2024]]
* [[Questions:ESS Theia and the Moon#q1|moon]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q1|moon formation]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|moraine]] – Sample 2024
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q1|motion]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|mountain range]] – Sample 2024
* [[Questions:New York State Fossils of Note#q4|Northern Hemisphere]] – Aug 2025
* [[Questions:The Gulf#q3|ocean floor]] – Aug 2026
* [[Questions:Northern New York's Pyrites Complex#q2|oceanic crust]] – Aug 2025
* [[Questions:New York State Fossils of Note#q4|paleomap]] – Aug 2025
* [[Questions:Tectonics of Hawaiian Islands#q1|peninsula]] – June 2025, [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:ESS Theia and the Moon#q1|planetary body]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q2|plate interaction]] – June 2026
* [[Questions:The Origin of Our Solar System#q4|plate tectonic movement]] – June 2025
* [[Questions:The Slow Carbon Cycle#q4|precipitate]] – June 2026
* [[Questions:ESS Theia and the Moon#q1|proto-Earth]] – Sample 2024
* [[Questions:New York State Fossils of Note#q4|quarry]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q4|recrystallization]] – June 2026
* [[Questions:ESS Theia and the Moon#q4|river]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|river valley]] – Sample 2024
* [[Questions:Canary Islands Hotspot#q2|sea level]] – Aug 2026, [[Questions:Doggerland#q2|Jan 2026]], [[Questions:Tectonics of Hawaiian Islands#q4|June 2025]]
* [[Questions:Tectonics of Hawaiian Islands#q4|sea level rise]] – June 2025
* [[Questions:The Origin of Our Solar System#q4|sea-floor spreading]] – June 2025
* [[Questions:Doggerland#q2|sediment]] – Jan 2026, [[Questions:Northern New York's Pyrites Complex#q2|Aug 2025]], [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:Tectonics of Hawaiian Islands#q4|shoreline]] – June 2025
* [[Questions:Doggerland#q2|soil]] – Jan 2026
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q1|stratosphere]] – June 2026
* [[Questions:Northern New York's Pyrites Complex#q4|subduction zone]] – Aug 2025
* [[Questions:The Slow Carbon Cycle#q4|subsidence]] – June 2026, [[Questions:Ghost Forests#q4|June 2025]]
* [[Questions:ESS Theia and the Moon#q4|surface trench]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q4|tributary]] – Sample 2024
* [[Questions:Doggerland#q2|tsunami deposits]] – Jan 2026
* [[Questions:Tectonics of Hawaiian Islands#q1|volcanic activity]] – June 2025
* [[Questions:The Origin of Our Solar System#q4|volcanic arc]] – June 2025
* [[Questions:The Influence of Volcanoes on Earth’s Systems#q1|volcanic eruptions]] – June 2026, [[Questions:Tectonics of Hawaiian Islands#q1|June 2025]]
* [[Questions:The Slow Carbon Cycle#q4|volcano]] – June 2026, [[Questions:Tectonics of Hawaiian Islands#q1|June 2025]], [[Questions:ESS Theia and the Moon#q4|Sample 2024]]
* [[Questions:ESS Theia and the Moon#q4|waterfall]] – Sample 2024
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Developing and using models: Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
| DCI1 = Earth materials and systems: Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
| DCI2 = Plate tectonics and large-scale system interactions: Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.
| DCI3 = Plate tectonics and large-scale system interactions: Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.
| CC1 = Stability and change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. History of the Earth
}}
<metadesc>NYS Standard HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.</metadesc>

HS-ESS1-7

2026-09-27T23:17:32Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-7 {{!}} Cycles of the Sun, Earth, and Moon}}
{{Navlinks|HS-ESS1-6|HS-ESS2-1|← HS-ESS1-6|HS-ESS2-1 →}}
{{learningstandard
| ls = Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides
and seasons change cyclically.
| cs = Emphasis of the explanation should include how the relative positions of the moon in its orbit, Earth, and the Sun cause different phases, types of eclipses or strength of tides. Examples of evidence could include various representations of relative positions of the Sun, Earth and moon.
| ab = Assessment does not include mathematical computations to support explanations but rather relies on conceptual modeling using diagrams to show how celestial bodies interact to create these cyclical changes.
}}
{{NYSEDspecific}}

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Cyclic Patterns|Cyclic Patterns]]
| style="background-color:white;" | [[Questions:Cyclic Patterns#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Cyclic Patterns|Cyclic Patterns]]
| style="background-color:white;" | [[Questions:Cyclic Patterns#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024|Full Supermoon Events in 2024]]
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024#q1|Question 38]]
|-
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024|Full Supermoon Events in 2024]]
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024#q2|Question 39]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution|Stars and Stellar Evolution]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution#q2|Question 6]]
|-
| style="background-color:white;" | [[Questions:Planetary Transits|Planetary Transits]]
| style="background-color:white;" | [[Questions:Planetary Transits#q1|Question 42]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]]
| style="background-color:white;" | [[Questions:The Moons of Pluto#q3|Question 21]]
|-
| style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]]
| style="background-color:white;" | [[Questions:The Moons of Pluto#q4|Question 22]]
|-
| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]]
| style="background-color:white;" | [[Questions:Earth-Moon History#q1|Question 31]]
|-
| style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]]
| style="background-color:white;" | [[Questions:Earth-Moon History#q3|Question 33]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Our Sun – A Star|Our Sun – A Star]]
| style="background-color:white;" | [[Questions:Our Sun – A Star#q5|Question 5]]
|-
| rowspan="4" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q6|Question 6]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Apply scientific ideas, principles, and evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically and that celestial events are the result of the relative motion and perspective of an observer.
| Level4 = Construct an explanation using evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically.
| Level3 = Construct an explanation using evidence to support the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and/or perspective of an observer.
| Level2 = Identify an evidence-based explanation, from those provided, that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and the perspective of an observer.
| Level1 = Identify the evidence that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and the perspective of an observer.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* celestial bodies
* celestial events
* conceptual modeling
* cyclical changes
* Earth
* eclipse
* model
* moon
* peer review
* phases of the moon
* relative motion
* relative positions
* seasons
* solar system
* strength of tides
* tides
* types of eclipses
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Full Supermoon Events in 2024#q1|angular diameter]] – Aug 2026
* [[Questions:ESS Effect of The Moon on Earth#q6|annular solar eclipse]] – Sample 2024
* [[Questions:Earth-Moon History#q3|aphelion]] – Aug 2025
* [[Questions:Earth-Moon History#q3|apogee]] – Aug 2025
* [[Questions:Full Supermoon Events in 2024#q1|apparent size]] – Aug 2026, [[Questions:Earth-Moon History#q3|Aug 2025]]
* [[Questions:The Moons of Pluto#q3|axis of rotation]] – Jan 2026
* [[Questions:Stars and Stellar Evolution#q2|constellation]] – June 2026
* [[Questions:Our Sun – A Star#q5|crescent phase]] – June 2025
* [[Questions:Our Sun – A Star#q5|Earth’s orbit]] – June 2025
* [[Questions:Earth-Moon History#q1|Earth’s rotation]] – Aug 2025, [[Questions:ESS Effect of The Moon on Earth#q1|Sample 2024]]
* [[Questions:Earth-Moon History#q3|Earth’s surface]] – Aug 2025, [[Questions:ESS Effect of The Moon on Earth#q1|Sample 2024]]
* [[Questions:Planetary Transits#q1|eccentricity]] – June 2026
* [[Questions:Stars and Stellar Evolution#q2|ecliptic]] – June 2026
* [[Questions:ESS Effect of The Moon on Earth#q4|first quarter moon]] – Sample 2024
* [[Questions:Cyclic Patterns#q2|full moon]] – Aug 2026, [[Questions:ESS Effect of The Moon on Earth#q4|Sample 2024]]
* [[Questions:Cyclic Patterns#q2|gravitational force]] – Aug 2026, [[Questions:ESS Effect of The Moon on Earth#q2|Sample 2024]]
* [[Questions:Cyclic Patterns#q1|high tide]] – Aug 2026, [[Questions:Earth-Moon History#q1|Aug 2025]], [[Questions:ESS Effect of The Moon on Earth#q1|Sample 2024]]
* [[Questions:Cyclic Patterns#q1|inlet]] – Aug 2026
* [[Questions:ESS Effect of The Moon on Earth#q4|last quarter moon]] – Sample 2024
* [[Questions:Cyclic Patterns#q1|low tide]] – Aug 2026, [[Questions:ESS Effect of The Moon on Earth#q1|Sample 2024]]
* [[Questions:Stars and Stellar Evolution#q2|motion]] – June 2026
* [[Questions:Cyclic Patterns#q2|neap tide]] – Aug 2026
* [[Questions:Cyclic Patterns#q2|new moon]] – Aug 2026, [[Questions:ESS Effect of The Moon on Earth#q4|Sample 2024]]
* [[Questions:Stars and Stellar Evolution#q2|Northern Hemisphere]] – June 2026
* [[Questions:Cyclic Patterns#q1|ocean]] – Aug 2026, [[Questions:ESS Effect of The Moon on Earth#q1|Sample 2024]]
* [[Questions:The Moons of Pluto#q3|orbital period]] – Jan 2026
* [[Questions:Full Supermoon Events in 2024#q1|perigee]] – Aug 2026, [[Questions:Earth-Moon History#q3|Aug 2025]]
* [[Questions:Earth-Moon History#q3|perihelion]] – Aug 2025
* [[Questions:Our Sun – A Star#q5|phases of Venus]] – June 2025
* [[Questions:Planetary Transits#q1|planets]] – June 2026
* [[Questions:The Moons of Pluto#q3|rotational period]] – Jan 2026
* [[Questions:Cyclic Patterns#q1|sea level]] – Aug 2026
* [[Questions:ESS Effect of The Moon on Earth#q6|solar eclipse]] – Sample 2024
* [[Questions:Cyclic Patterns#q2|spring tide]] – Aug 2026
* [[Questions:Full Supermoon Events in 2024#q1|supermoon]] – Aug 2026
* [[Questions:Earth-Moon History#q1|tidal bulge]] – Aug 2025
* [[Questions:Earth-Moon History#q1|tidal friction]] – Aug 2025
* [[Questions:Earth-Moon History#q3|total solar eclipse]] – Aug 2025, [[Questions:ESS Effect of The Moon on Earth#q6|Sample 2024]]
* [[Questions:Planetary Transits#q1|transit]] – June 2026
* [[Questions:ESS Effect of The Moon on Earth#q4|waning crescent moon]] – Sample 2024
* [[Questions:ESS Effect of The Moon on Earth#q4|waning gibbous moon]] – Sample 2024
* [[Questions:ESS Effect of The Moon on Earth#q4|waxing crescent moon]] – Sample 2024
* [[Questions:ESS Effect of The Moon on Earth#q4|waxing gibbous moon]] – Sample 2024
* [[Questions:Stars and Stellar Evolution#q2|zodiac constellations]] – June 2026
</div>

<div class="vocab-subhead">Implied by this standard</div>
<div class="vocab-list">
* lunar eclipse – implied by "types of eclipses"
* tidal range – implied by "strength of tides"
</div>

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing explanations and designing solutions: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
| DCI1 = Earth and the solar system: Earth and celestial phenomena can be described by principles of relative motion and perspective.
| CC1 = 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.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Space Systems
}}
<metadesc>NYS Standard HS-ESS1-7: Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.</metadesc>

HS-ESS1-6

2026-09-27T23:17:31Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-6 {{!}} Formation and Early History of Earth}}
{{Navlinks|HS-ESS1-5|HS-ESS1-7|← HS-ESS1-5|HS-ESS1-7 →}}
{{learningstandard
| ls = Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary
surfaces to construct an account of Earth’s formation and early history.
| cs = Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s rocks and minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.
| ab =
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Geologically Important Radioactive Elements Used for Radiometric Dating| Geologically Important Radioactive Elements Used for Radiometric Dating]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q1|Question 5]]
|-
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q2|Question 6]]
|-
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]]
| style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q4|Question 8]]
|-
| rowspan="4" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]]
| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q2|Question 11]]
|-
| style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]]
| style="background-color:white;" | [[Questions:The Moons of Pluto#q5|Question 23]]
|-
| style="background-color:white;" | [[Questions:Doggerland|Doggerland]]
| style="background-color:white;" | [[Questions:Doggerland#q3|Question 26]]
|-
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q2|Question 34]]
|-
| rowspan="5" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q1|Question 21]]
|-
| style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]]
| style="background-color:white;" | [[Questions:Earth-Moon History#q5|Question 35]]
|-
| style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]]
| style="background-color:white;" | [[Questions:New York State Fossils of Note#q1|Question 41]]
|-
| style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]]
| style="background-color:white;" | [[Questions:New York State Fossils of Note#q3|Question 43]]
|-
| style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]]
| style="background-color:white;" | [[Questions:New York State Fossils of Note#q5|Question 45]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q1|Question 26]]
|-
| style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q3|Question 28]]
|-
| rowspan="3" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q5|Question 5]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q2|Question 2]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Analyze empirical evidence from multiple sources, to construct an explanation of Earth's formation and early history, based upon the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
| Level4 = Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
| Level3 = Using evidence and scientific reasoning from ancient Earth materials, or meteorites, or other planetary surfaces, construct an account of Earth's formation and/or early history, <b><u>or</u></b> use evidence from radiometric dating of rocks and/or other materials to construct an account of the formation or early history of objects in the solar system.
| Level2 = Using evidence from ancient Earth materials, or meteorites, or other planetary surfaces (other objects in the solar system) to support/refute a given explanation of Earth's formation and/or early history, <b><u>or</u></b> use evidence from radiometric dating to support/refute a given explanation of the formation of a solar system object.
| Level1 = Identify the evidence (radiometric dating, impact cratering), from those provided, that supports/refutes a given explanation of Earth's or another planetary surface's formation or early history.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* absolute ages
* ancient Earth materials
* asteroids
* composition
* cratering record
* Earth
* Earth’s formation
* erosion
* exponential decay law
* geologic processes
* half-life
* meteorites
* minerals
* model
* moon rocks
* observation and experiment
* planetary surfaces
* plate tectonics
* radioactive decay
* radiometric dating
* rock record
* scientific reasoning
* scientific theory
* solar system
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:The Origin of Our Solar System#q3|absolute dating]] – June 2025
* [[Questions:ESS Theia and the Moon#q5|accretion]] – Sample 2024
* [[Questions:New York State Fossils of Note#q1|arthropod]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q1|atmosphere]] – Aug 2025
* [[Questions:Earth-Moon History#q5|basin]] – Aug 2025
* [[Questions:Chesapeake Bay Impact Event#q1|burial]] – Aug 2026
* [[Questions:Evolution of Early Earth Systems#q2|carbon]] – Jan 2026
* [[Questions:Doggerland#q3|carbon-14]] – Jan 2026
* [[Questions:Chesapeake Bay Impact Event#q1|central uplift]] – Aug 2026
* [[Questions:New York State Fossils of Note#q1|cladogram]] – Aug 2025
* [[Questions:Earth-Moon History#q5|collision]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q1|comets]] – Aug 2025
* [[Questions:New York State Fossils of Note#q1|common ancestor]] – Aug 2025
* [[Questions:Chesapeake Bay Impact Event#q1|continental shelf]] – Aug 2026
* [[Questions:Earth-Moon History#q5|crust]] – Aug 2025, [[Questions:ESS Theia and the Moon#q5|Sample 2024]]
* [[Questions:ESS Plate Tectonics#q2|crystal lattice]] – Sample 2024
* [[Questions:The Origin of Our Solar System#q3|decay product]] – June 2025, [[Questions:ESS Theia and the Moon#q3|Sample 2024]]
* [[Questions:The Origin of Our Solar System#q1|density]] – June 2025, [[Questions:ESS Plate Tectonics#q2|Sample 2024]]
* [[Questions:Chesapeake Bay Impact Event#q1|deposition]] – Aug 2026
* [[Questions:How Did Earth Get Its Water?#q1|deuterium]] – Aug 2025
* [[Questions:How Did Earth Get Its Water?#q1|deuterium-to-hydrogen ratio (D/H)]] – Aug 2025
* [[Questions:Chesapeake Bay Impact Event#q1|drill core]] – Aug 2026
* [[Questions:Evolution of Early Earth Systems#q2|dropstones]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q1|Earth’s early oceans]] – Aug 2025
* [[Questions:Bennu#q2|Earth’s orbit]] – Jan 2026
* [[Questions:ESS Theia and the Moon#q5|Earth’s surface]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q5|earthquakes]] – Sample 2024
* [[Questions:Chesapeake Bay Impact Event#q1|ejecta]] – Aug 2026, [[Questions:ESS Theia and the Moon#q2|Sample 2024]]
* [[Questions:Evolution of Early Earth Systems#q2|elements]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q1|Aug 2025]], [[Questions:ESS Theia and the Moon#q3|Sample 2024]]
* [[Questions:ESS Plate Tectonics#q2|eolian]] – Sample 2024
* [[Questions:Evolution of Early Earth Systems#q2|Equator]] – Jan 2026
* [[Questions:New York State Fossils of Note#q1|eurypterid]] – Aug 2025
* [[Questions:ESS Plate Tectonics#q2|felsic]] – Sample 2024
* [[Questions:New York State Fossils of Note#q1|fossils]] – Aug 2025
* [[Questions:New York State Fossils of Note#q1|fresh water]] – Aug 2025
* [[Questions:Evolution of Early Earth Systems#q2|geologic history]] – Jan 2026
* [[Questions:New York State Fossils of Note#q1|geologic periods]] – Aug 2025
* [[Questions:ESS Theia and the Moon#q3|giant impact hypothesis]] – Sample 2024
* [[Questions:Evolution of Early Earth Systems#q2|glacial ice]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q2|glaciers]] – Jan 2026
* [[Questions:ESS Plate Tectonics#q2|hardness]] – Sample 2024
* [[Questions:How Did Earth Get Its Water?#q1|hydrogen]] – Aug 2025
* [[Questions:Evolution of Early Earth Systems#q2|ice]] – Jan 2026
* [[Questions:Evolution of Early Earth Systems#q2|ice ages]] – Jan 2026
* [[Questions:The Moons of Pluto#q5|ice volcanoes]] – Jan 2026
* [[Questions:ESS Plate Tectonics#q2|igneous rock]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q2|impact craters]] – Sample 2024
* [[Questions:Evolution of Early Earth Systems#q2|index fossils]] – Jan 2026
* [[Questions:Chesapeake Bay Impact Event#q2|isotope]] – Aug 2026, [[Questions:Evolution of Early Earth Systems#q2|Jan 2026]]
* [[Questions:The Origin of Our Solar System#q1|Jovian planets]] – June 2025
* [[Questions:ESS Theia and the Moon#q2|late heavy bombardment]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q5|lava flows]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q2|magma]] – Sample 2024
* [[Questions:Earth-Moon History#q5|mare]] – Aug 2025
* [[Questions:Bennu#q2|mass extinction]] – Jan 2026, [[Questions:New York State Fossils of Note#q3|Aug 2025]]
* [[Questions:ESS Plate Tectonics#q2|melting temperature]] – Sample 2024
* [[Questions:The Moons of Pluto#q5|methane]] – Jan 2026
* [[Questions:ESS Plate Tectonics#q2|molten rock]] – Sample 2024
* [[Questions:The Moons of Pluto#q5|moon]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q1|Aug 2025]], [[Questions:The Origin of Our Solar System#q1|June 2025]], [[Questions:ESS Theia and the Moon#q2|Sample 2024]]
* [[Questions:ESS Plate Tectonics#q2|mountain]] – Sample 2024
* [[Questions:ESS Theia and the Moon#q2|observations]] – Sample 2024
* [[Questions:Chesapeake Bay Impact Event#q1|ocean]] – Aug 2026, [[Questions:How Did Earth Get Its Water?#q1|Aug 2025]]
* [[Questions:Bennu#q2|oxygen]] – Jan 2026, [[Questions:How Did Earth Get Its Water?#q1|Aug 2025]], [[Questions:ESS Plate Tectonics#q2|Sample 2024]]
* [[Questions:Chesapeake Bay Impact Event#q2|parent isotope]] – Aug 2026
* [[Questions:The Origin of Our Solar System#q1|period of revolution]] – June 2025
* [[Questions:How Did Earth Get Its Water?#q1|planets]] – Aug 2025, [[Questions:The Origin of Our Solar System#q1|June 2025]]
* [[Questions:Chesapeake Bay Impact Event#q4|Principle of Superposition]] – Aug 2026
* [[Questions:ESS Theia and the Moon#q2|relative ages]] – Sample 2024
* [[Questions:ESS Plate Tectonics#q2|river]] – Sample 2024
* [[Questions:How Did Earth Get Its Water?#q1|satellites]] – Aug 2025
* [[Questions:Chesapeake Bay Impact Event#q1|sea level]] – Aug 2026, [[Questions:Evolution of Early Earth Systems#q2|Jan 2026]]
* [[Questions:Chesapeake Bay Impact Event#q1|sediment]] – Aug 2026, [[Questions:Evolution of Early Earth Systems#q2|Jan 2026]], [[Questions:ESS Plate Tectonics#q2|Sample 2024]]
* [[Questions:Evolution of Early Earth Systems#q2|sedimentary rock]] – Jan 2026
* [[Questions:Chesapeake Bay Impact Event#q1|slump blocks]] – Aug 2026
* [[Questions:Doggerland#q3|soil]] – Jan 2026
* [[Questions:How Did Earth Get Its Water?#q1|solar wind]] – Aug 2025
* [[Questions:Bennu#q2|stromatolites]] – Jan 2026
* [[Questions:The Origin of Our Solar System#q1|terrestrial planets]] – June 2025
* [[Questions:The Moons of Pluto#q5|volcano]] – Jan 2026, [[Questions:ESS Theia and the Moon#q5|Sample 2024]]
* [[Questions:ESS Theia and the Moon#q5|weathering]] – Sample 2024
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing explanations and designing solutions: Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
| SEP2 = Science models, laws, mechanisms, and theories explain natural phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
| SEP3 = Science models, laws, mechanisms, and theories explain natural phenomena: Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.
| DCI1 = The history of planet Earth: Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.
| DCI2 = Nuclear processes: Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element’s half-life to be used for radiometric dating of rocks and other materials.
| CC1 = Stability and change: Much of science deals with constructing explanations of how things change and how they remain stable.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. History of the Earth
}}
<metadesc>NYS Standard HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.</metadesc>

HS-ESS1-5

2026-09-27T23:17:30Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-5 {{!}} Plate Tectonics and Crustal Ages}}
{{Navlinks|HS-ESS1-4|HS-ESS1-6|← HS-ESS1-4|HS-ESS1-6 →}}
{{learningstandard
| ls = Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of
plate tectonics to explain the ages of crustal rocks.
| cs = Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust increasing with distance from mid-ocean ridges as a result of plate spreading and that the North American continental crust contains a much older central ancient core compared to the surrounding continental crust as a result of complex and numerous plate interactions.
| ab =
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Locations of Selected Hotspots| Locations of Selected Hotspots]]
*[[Global Tectonic Activity of the Last One Million Years| Global Tectonic Activity of the Last One Million Years]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Iceland Hotspot|Iceland Hotspot]]
| style="background-color:white;" | [[Questions:Iceland Hotspot#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific|The Complex Tectonics of the Western Pacific]]
| style="background-color:white;" | [[Questions:The Complex Tectonics of the Western Pacific#q1|Question 37]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands|Tectonics of Hawaiian Islands]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands#q2|Question 47]]
|-
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands|Tectonics of Hawaiian Islands]]
| style="background-color:white;" | [[Questions:Tectonics of Hawaiian Islands#q3|Question 48]]
|-
| rowspan="2" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]]
| style="background-color:white;" | [[Questions:ESS Plate Tectonics#q5|Question 5]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Using multiple sources of evidence, analyze the patterns in the data of the past and current movements of continental and oceanic crust to explain the ages of crustal rocks.
| Level4 = Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
| Level3 = Evaluate evidence of the past and current movements of continental and/or oceanic crust and/or use the theory of plate tectonics, determine the pattern in the ages of crustal rocks.
| Level2 = Identify the correct pattern of the ages of crustal rocks, using past and current movements of continental crust and/or oceanic crust and/or the theory of plate tectonics.
| Level1 = Based on evidence of past and current crustal movements, identify the relative ages of continental and/or oceanic crust.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* argument
* central ancient core
* continental crust
* continental rocks
* crustal rocks
* Earth
* Earth’s surface
* exponential decay law
* geologic history
* half-life
* mid-ocean ridges
* North American continental crust
* ocean floor
* oceanic crust
* plate interaction
* plate spreading
* plate tectonics
* radioactive decay
* radiometric dating
* relative ages
* unifying theory
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Tectonics of Hawaiian Islands#q3|crust]] – June 2025, [[Questions:ESS Plate Tectonics#q3|Sample 2024]]
* [[Questions:Iceland Hotspot#q1|fracture zone]] – June 2026
* [[Questions:ESS Plate Tectonics#q3|geologic time]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q1|island arc]] – June 2026
* [[Questions:ESS Plate Tectonics#q3|magnetic polarity]] – Sample 2024
* [[Questions:The Complex Tectonics of the Western Pacific#q1|microplate]] – June 2026
* [[Questions:The Complex Tectonics of the Western Pacific#q1|model]] – June 2026, [[Questions:ESS Plate Tectonics#q3|Sample 2024]]
* [[Questions:Tectonics of Hawaiian Islands#q2|motion]] – June 2025
* [[Questions:ESS Plate Tectonics#q5|mountain]] – Sample 2024
* [[Questions:Iceland Hotspot#q1|ocean]] – June 2026, [[Questions:Tectonics of Hawaiian Islands#q3|June 2025]], [[Questions:ESS Plate Tectonics#q3|Sample 2024]]
* [[Questions:Iceland Hotspot#q1|rift zone]] – June 2026
* [[Questions:Iceland Hotspot#q1|volcanism]] – June 2026
* [[Questions:Iceland Hotspot#q1|volcano]] – June 2026
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Engaging in Argument from Evidence
* Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
| DCI1 = ESS1.C: The History of Planet Earth
* Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.
| DCI2 = ESS2.B: Plate Tectonics and Large-Scale System Interactions
* Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. (secondary to HS-ESS1-5)
| DCI3 = PS1.C: Nuclear Processes
*(NYSED) Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element's half-life to be used for radiometric dating of rocks and other materials. (secondary to HS-ESS1-5)
| CC1 = Patterns
* Empirical evidence is needed to identify patterns.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. History of the Earth
}}
<metadesc>NYS Standard HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.</metadesc>

HS-ESS1-4

2026-09-27T23:17:29Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-4 {{!}} Orbital Motion and Gravity}}
{{Navlinks|HS-ESS1-3|HS-ESS1-5|← HS-ESS1-3|HS-ESS1-5 →}}
{{learningstandard
| ls = Use mathematical or computational representations to predict the motion of orbiting objects in the
solar system.
| cs = Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.
| ab = Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Solar System Objects Data Table| Solar System Objects Data Table]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="4" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Cyclic Patterns|Cyclic Patterns]]
| style="background-color:white;" | [[Questions:Cyclic Patterns#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Cyclic Patterns|Cyclic Patterns]]
| style="background-color:white;" | [[Questions:Cyclic Patterns#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024|Full Supermoon Events in 2024]]
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024#q3|Question 40]]
|-
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024|Full Supermoon Events in 2024]]
| style="background-color:white;" | [[Questions:Full Supermoon Events in 2024#q4|Question 41]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q1|Question 19]]
|-
| style="background-color:white;" | [[Questions:Planetary Transits|Planetary Transits]]
| style="background-color:white;" | [[Questions:Planetary Transits#q2|Question 43]]
|-
| style="background-color:white;" | [[Questions:Planetary Transits|Planetary Transits]]
| style="background-color:white;" | [[Questions:Planetary Transits#q5|Question 46]]
|-
| rowspan="5" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]]
| style="background-color:white;" | [[Questions:The Moons of Pluto#q1|Question 19]]
|-
| style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]]
| style="background-color:white;" | [[Questions:The Moons of Pluto#q2|Question 20]]
|-
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q1|Question 33]]
|-
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q3|Question 35]]
|-
| style="background-color:white;" | [[Questions:Bennu|Bennu]]
| style="background-color:white;" | [[Questions:Bennu#q4|Question 36]]
|-
| rowspan="4" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q4|Question 14]]
|-
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q5|Question 15]]
|-
| style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]]
| style="background-color:white;" | [[Questions:Earth-Moon History#q2|Question 32]]
|-
| style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]]
| style="background-color:white;" | [[Questions:Earth-Moon History#q4|Question 34]]
|-
| rowspan="3" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Our Sun – A Star|Our Sun – A Star]]
| style="background-color:white;" | [[Questions:Our Sun – A Star#q3|Question 3]]
|-
| style="background-color:white;" | [[Questions:Our Sun – A Star|Our Sun – A Star]]
| style="background-color:white;" | [[Questions:Our Sun – A Star#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]]
| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q2|Question 27]]
|-
| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024)
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth|The Effect of The Moon on Earth]]
| style="background-color:white;" | [[Questions:ESS Effect of The Moon on Earth#q5|Question 5]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Use mathematical and computational analysis to predict the motions of orbiting bodies in the solar system and/or other parts of the universe.
| Level4 = Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
| Level3 = Use a mathematical or a computational representation(s) to describe the motion of orbiting object(s) in the solar system.
| Level2 = Identify a correct mathematical or computational representation that describes and/or predicts the motion of orbiting object(s) in the solar system.
| Level1 = Using mathematical reasoning and given data, predict the motion of an orbiting object in the solar system.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* collision
* computational representation
* Earth
* elliptical orbits
* gravitational attraction
* human-made satellites
* Kepler's laws
* moon
* motion
* Newtonian gravity
* orbital motion
* orbiting objects
* planets
* satellites
* solar system
* universe
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Bennu#q3|albedo]] – Jan 2026
* [[Questions:Earth-Moon History#q4|angular diameter]] – Aug 2025
* [[Questions:Cyclic Patterns#q3|apogean spring tides]] – Aug 2026
* [[Questions:Full Supermoon Events in 2024#q3|apogee]] – Aug 2026
* [[Questions:Bennu#q3|asteroids]] – Jan 2026
* [[Questions:The James Webb Space Telescope (JWST)#q1|atmosphere]] – June 2026
* [[Questions:Planetary Transits#q5|brightness]] – June 2026
* [[Questions:Bennu#q1|carbon]] – Jan 2026
* [[Questions:The Moons of Pluto#q1|celestial bodies]] – Jan 2026, [[Questions:Our Sun – A Star#q3|June 2025]]
* [[Questions:The Moons of Pluto#q1|dwarf planet]] – Jan 2026
* [[Questions:Bennu#q1|Earth’s orbit]] – Jan 2026, [[Questions:Earth-Moon History#q4|Aug 2025]]
* [[Questions:Cyclic Patterns#q4|Earth’s rotation]] – Aug 2026
* [[Questions:The Moons of Pluto#q1|eccentricity]] – Jan 2026, [[Questions:Our Sun – A Star#q3|June 2025]]
* [[Questions:Full Supermoon Events in 2024#q4|eclipse]] – Aug 2026
* [[Questions:The James Webb Space Telescope (JWST)#q1|extrasolar planets]] – June 2026
* [[Questions:Cyclic Patterns#q4|geologic history]] – Aug 2026
* [[Questions:Telescopes and the History of the Universe#q4|gravitational field strength]] – Aug 2025
* [[Questions:Cyclic Patterns#q4|gravitational force]] – Aug 2026, [[Questions:The Moons of Pluto#q2|Jan 2026]]
* [[Questions:Cyclic Patterns#q4|growth lines]] – Aug 2026
* [[Questions:Bennu#q1|ice]] – Jan 2026
* [[Questions:The James Webb Space Telescope (JWST)#q1|infrared radiation]] – June 2026
* [[Questions:Bennu#q3|kinetic impactor]] – Jan 2026
* [[Questions:Telescopes and the History of the Universe#q4|mass]] – Aug 2025, [[Questions:Our Sun – A Star#q3|June 2025]]
* [[Questions:Cyclic Patterns#q4|model]] – Aug 2026, [[Questions:The James Webb Space Telescope (JWST)#q1|June 2026]], [[Questions:The Moons of Pluto#q1|Jan 2026]], [[Questions:Telescopes and the History of the Universe#q4|Aug 2025]], [[Questions:Our Sun – A Star#q3|June 2025]], [[Questions:ESS Effect of The Moon on Earth#q5|Sample 2024]]
* [[Questions:The James Webb Space Telescope (JWST)#q1|neutron star]] – June 2026
* [[Questions:Full Supermoon Events in 2024#q4|new moon]] – Aug 2026
* [[Questions:Cyclic Patterns#q4|ocean]] – Aug 2026
* [[Questions:The Moons of Pluto#q1|orbital period]] – Jan 2026, [[Questions:Telescopes and the History of the Universe#q4|Aug 2025]]
* [[Questions:Cyclic Patterns#q3|orbital speed]] – Aug 2026, [[Questions:The Moons of Pluto#q2|Jan 2026]], [[Questions:Telescopes and the History of the Universe#q5|Aug 2025]], [[Questions:Our Sun – A Star#q3|June 2025]]
* [[Questions:Full Supermoon Events in 2024#q3|orbital velocity]] – Aug 2026, [[Questions:The James Webb Space Telescope (JWST)#q1|June 2026]], [[Questions:ESS Effect of The Moon on Earth#q5|Sample 2024]]
* [[Questions:Cyclic Patterns#q3|perigean spring tides]] – Aug 2026
* [[Questions:The Moons of Pluto#q1|period of revolution]] – Jan 2026, [[Questions:Earth-Moon History#q2|Aug 2025]], [[Questions:The Origin of Our Solar System#q2|June 2025]]
* [[Questions:Bennu#q3|radiation]] – Jan 2026
* [[Questions:Full Supermoon Events in 2024#q4|Saros series]] – Aug 2026
* [[Questions:Full Supermoon Events in 2024#q4|solar eclipse]] – Aug 2026
* [[Questions:The James Webb Space Telescope (JWST)#q1|stars]] – June 2026
* [[Questions:Full Supermoon Events in 2024#q3|supermoon]] – Aug 2026
* [[Questions:Cyclic Patterns#q4|tidal bulge]] – Aug 2026
* [[Questions:Cyclic Patterns#q4|tidal friction]] – Aug 2026
* [[Questions:Cyclic Patterns#q3|tides]] – Aug 2026
* [[Questions:Full Supermoon Events in 2024#q4|total solar eclipse]] – Aug 2026
* [[Questions:Bennu#q3|trajectory]] – Jan 2026
* [[Questions:Planetary Transits#q2|transit]] – June 2026
* [[Questions:Telescopes and the History of the Universe#q4|universal gravitational constant]] – Aug 2025
* [[Questions:The James Webb Space Telescope (JWST)#q1|visible light]] – June 2026
* [[Questions:Bennu#q3|Yarkovsky Effect]] – Jan 2026
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Using Mathematical and Computational Thinking
* Use mathematical or computational representations of phenomena to describe explanations.
| DCI1 = ESS1.B: Earth and the Solar System
* Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.
| CC1 = Scale, Proportion, and Quantity
* Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
| CC2 = Interdependence of Science, Technology, and Engineering
* Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Space Systems
}}
<metadesc>NYS Standard HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the
solar system.</metadesc>

HS-ESS1-3

2026-09-27T23:17:27Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-3 {{!}} Stellar Nucleosynthesis}}
{{Navlinks|HS-ESS1-2|HS-ESS1-4|← HS-ESS1-2|HS-ESS1-4 →}}
{{learningstandard
| ls = Communicate scientific ideas about the way stars, over their life cycle, produce elements.
| cs = Emphasis is on how nucleosynthesis varies as a function of the mass of a star and the stage of its lifetime.
| ab = Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.
}}

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Generalized Nucleosynthesis in a Massive Star| Generalized Nucleosynthesis in a Massive Star]]
*[[H-R Diagram| H-R Diagram]]
*[[Life Cycles of Stars Model| Life Cycles of Stars Model]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe|Stars and Elements in the Universe]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe#q1|Question 47]]
|-
| rowspan="3" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution|Stars and Stellar Evolution]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution#q1|Question 5]]
|-
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q5|Question 23]]
|-
| style="background-color:white;" | [[Questions:Planetary Transits|Planetary Transits]]
| style="background-color:white;" | [[Questions:Planetary Transits#q4|Question 45]]
|-
| rowspan="2" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q4|Question 4]]
|-
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q5|Question 5]]
|-
| style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Energy in the Sun|Energy in the Sun]]
| style="background-color:white;" | [[Questions:Energy in the Sun#q5|Question 5]]
|-
| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang|Stars and the Big Bang]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang#q2|Question 17]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Synthesize valid and reliable scientific information in order to communicate scientific ideas in multiple formats (i.e. orally, graphically, textually, or mathematically) about the way stars, over their life cycles, produce elements.
| Level4 = Communicate scientific ideas about the way stars, over their life cycles, produce elements.
| Level3 = Describe or identify one scientific idea from a source about how stars, over their life cycles, produce different elements depending on their masses or their life cycle.
| Level2 = Identify the given scientific idea that describes how different elements are produced by different types of stars over their life cycle.
| Level1 = Given a scientific idea, identify the claim, from those provided, that describes how stars form elements over their life cycle.
}}

== Vocabulary ==
Terms from the [[Earth & Space Science Glossary]] that come from this standard or from the released exam questions that assess it.

<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* atomic nuclei
* brightness
* compositional elements
* Earth
* electromagnetic energy
* element formation
* elements
* heavier elements
* helium
* hydrogen
* iron
* life cycle
* light spectra
* mass
* mass of a star
* massive stars
* neutron
* nuclear fusion
* nucleosynthesis
* proton
* stars
* supernova
* universe
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Stars and Elements in the Universe#q1|carbon]] – Aug 2026, [[Questions:Planetary Transits#q4|June 2026]], [[Questions:Evidence for the Big Bang Theory#q4|Jan 2026]], [[Questions:Energy in the Sun#q5|Aug 2025]], [[Questions:Stars and the Big Bang#q2|June 2025]]
* [[Questions:Stars and Stellar Evolution#q1|constellation]] – June 2026
* [[Questions:Stars and Stellar Evolution#q1|galaxy]] – June 2026, [[Questions:Evidence for the Big Bang Theory#q4|Jan 2026]]
* [[Questions:The James Webb Space Telescope (JWST)#q5|gamma-ray burst]] – June 2026
* [[Questions:Energy in the Sun#q5|gravitational collapse]] – Aug 2025
* [[Questions:Stars and Stellar Evolution#q1|latitude]] – June 2026
* [[Questions:Stars and Elements in the Universe#q1|main sequence]] – Aug 2026, [[Questions:The James Webb Space Telescope (JWST)#q5|June 2026]]
* [[Questions:Stars and Stellar Evolution#q1|model]] – June 2026
* [[Questions:Stars and Stellar Evolution#q1|multiple-star system]] – June 2026
* [[Questions:Stars and Stellar Evolution#q1|Northern Hemisphere]] – June 2026
* [[Questions:Stars and Elements in the Universe#q1|oxygen]] – Aug 2026, [[Questions:Evidence for the Big Bang Theory#q4|Jan 2026]], [[Questions:Energy in the Sun#q5|Aug 2025]], [[Questions:Stars and the Big Bang#q2|June 2025]]
* [[Questions:Stars and Elements in the Universe#q1|radiation]] – Aug 2026
* [[Questions:Stars and Elements in the Universe#q1|red giant]] – Aug 2026, [[Questions:Stars and Stellar Evolution#q1|June 2026]]
* [[Questions:Stars and Elements in the Universe#q1|solar mass]] – Aug 2026, [[Questions:Stars and the Big Bang#q2|June 2025]]
* [[Questions:Stars and Stellar Evolution#q1|stellar evolution]] – June 2026, [[Questions:Energy in the Sun#q5|Aug 2025]]
* [[Questions:Stars and Elements in the Universe#q1|supergiant]] – Aug 2026
* [[Questions:Stars and Elements in the Universe#q1|surface temperature]] – Aug 2026
* [[Questions:Stars and Elements in the Universe#q1|velocity]] – Aug 2026
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Obtaining, Evaluating, and Communicating Information
* Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
| DCI1 = ESS1.A: The Universe and Its Stars
* The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
* Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
| CC1 = Energy and Matter
* In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]]
| TOPIC = HS. Space Systems
}}
<metadesc>NYS Standard HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.</metadesc>

HS-ESS1-2

2026-09-27T23:17:26Z

Conrad: Add Vocabulary section (Earth & Space Science)

{{DISPLAYTITLE:HS-ESS1-2 {{!}} Big Bang Theory}}
{{Navlinks|HS-ESS1-1|HS-ESS1-3|← HS-ESS1-1 (ESS)|HS-ESS1-3 (ESS) →|HS-PS4-6||← HS-PS4-6 (Physics)|}}
{{learningstandard
| ls = 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.
| cs = 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).
| ab =
}}

''Note: this is a performance expectation for both HS Earth & Space Science and HS Physics. For physics, the focus is "connection to wavelength and frequency of light, formation of stars" as per the NYSED physics course map.''

== {{Referencetablesheading}} ==
Relevant reference tables:
*[[Portion of Electromagnetic Spectrum Related to Earth and Space Sciences| Portion of Electromagnetic Spectrum Related to Earth and Space Sciences]]
*[[Emission Spectra of Some Elements from Stars| Emission Spectra of Some Elements from Stars]]

== {{Assessmentheading}} ==
{{assessmentmessage}}

'''<big>Physics</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion|Emission Spectra and Nuclear Fusion]]
| style="background-color:white;" | [[Questions:Emission Spectra and Nuclear Fusion#q1|Question 21]]
|}

'''<big>Earth & Space Science</big>'''
{| class="wikitable" style="width:100%; text-align:center"
! style="padding: 0.5em 1.5em;" | Exam
! style="padding: 0.5em 1.5em;" | Cluster
! style="padding: 0.5em 1.5em;" | Question
|-
| rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe|Stars and Elements in the Universe]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe#q3|Question 49]]
|-
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe|Stars and Elements in the Universe]]
| style="background-color:white;" | [[Questions:Stars and Elements in the Universe#q4|Question 50]]
|-
| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution|Stars and Stellar Evolution]]
| style="background-color:white;" | [[Questions:Stars and Stellar Evolution#q4|Question 8]]
|-
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)|The James Webb Space Telescope (JWST)]]
| style="background-color:white;" | [[Questions:The James Webb Space Telescope (JWST)#q3|Question 21]]
|-
| rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q1|Question 1]]
|-
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q2|Question 2]]
|-
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory|Evidence for the Big Bang Theory]]
| style="background-color:white;" | [[Questions:Evidence for the Big Bang Theory#q3|Question 3]]
|-
| rowspan="3" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q1|Question 11]]
|-
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q2|Question 12]]
|-
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe|Telescopes and the History of the Universe]]
| style="background-color:white;" | [[Questions:Telescopes and the History of the Universe#q3|Question 13]]
|-
| rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang|Stars and the Big Bang]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang#q4|Question 19]]
|-
| style="background-color:white;" | [[Questions:Stars and the Big Bang|Stars and the Big Bang]]
| style="background-color:white;" | [[Questions:Stars and the Big Bang#q5|Question 20]]
|}

{{PerformanceLevel}}
{{PLTable
| Level5 = Construct an explanation of the Big Bang theory using multiple sources, based on valid and reliable evidence of energy from light spectra, motions of distant galaxies, and the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level4 = 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.
| Level3 = Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level2 = Identify the explanation, that supports the Big Bang theory based on astronomical evidence of light spectra <b><u>or</u></b> motion of distant galaxies <b><u>or</u></b> the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
| Level1 = Identify the evidence, from those provided, that supports the Big Bang theory, based on astronomical evidence.
}}

== Vocabulary ==
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Earth & Space Science terms are from the [[Earth & Space Science Glossary]].

'''<big>Physics</big>'''

''Physics terms for this standard have not been added yet.''

'''<big>Earth & Space Science</big>'''
<div class="vocab-subhead">From this standard</div>
<div class="vocab-list" style="column-width:14em;">
* astronomical evidence
* atomic nuclei
* Big Bang theory
* brightness
* characteristic frequencies of light
* composition
* composition of matter
* compositional elements
* cosmic microwave background
* Earth
* electromagnetic energy
* electromagnetic radiation
* expanding universe
* galaxy
* heavier elements
* helium
* hydrogen
* interstellar gases
* iron
* light spectra
* massive stars
* model
* motion
* motion of distant galaxies
* natural systems
* nuclear fusion
* observation and experiment
* observations
* ordinary matter
* peer review
* primordial radiation
* radiation
* receding galaxies
* red shift
* remnant radiation
* scientific theory
* stars
* supernova
* universe
* wavelength
</div>

<div class="vocab-subhead">From released exam questions</div>
<div class="vocab-list" style="column-width:20em;">
* [[Questions:Stars and Stellar Evolution#q4|absorption lines]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|age of the universe]] – Jan 2026, [[Questions:Telescopes and the History of the Universe#q1|Aug 2025]]
* [[Questions:Stars and Elements in the Universe#q3|apparent brightness]] – Aug 2026
* [[Questions:Evidence for the Big Bang Theory#q2|blue-shift]] – Jan 2026
* [[Questions:Evidence for the Big Bang Theory#q2|Cepheid variable]] – Jan 2026
* [[Questions:Telescopes and the History of the Universe#q3|constellation]] – Aug 2025
* [[Questions:Stars and Stellar Evolution#q4|corona]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|density]] – Jan 2026
* [[Questions:Stars and Elements in the Universe#q4|elements]] – Aug 2026, [[Questions:Evidence for the Big Bang Theory#q1|Jan 2026]], [[Questions:Telescopes and the History of the Universe#q1|Aug 2025]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:The James Webb Space Telescope (JWST)#q3|extrasolar planets]] – June 2026
* [[Questions:Stars and the Big Bang#q4|Hubble's Law]] – June 2025
* [[Questions:Evidence for the Big Bang Theory#q1|inflation]] – Jan 2026
* [[Questions:The James Webb Space Telescope (JWST)#q3|infrared radiation]] – June 2026, [[Questions:Telescopes and the History of the Universe#q2|Aug 2025]]
* [[Questions:Stars and Elements in the Universe#q3|Leavitt's Law]] – Aug 2026
* [[Questions:Stars and the Big Bang#q4|neutron]] – June 2025
* [[Questions:The James Webb Space Telescope (JWST)#q3|neutron star]] – June 2026
* [[Questions:Evidence for the Big Bang Theory#q1|observable universe]] – Jan 2026
* [[Questions:Evidence for the Big Bang Theory#q1|proton]] – Jan 2026, [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:Telescopes and the History of the Universe#q1|radio telescope]] – Aug 2025
* [[Questions:Stars and Elements in the Universe#q3|recessional velocity]] – Aug 2026, [[Questions:Stars and Stellar Evolution#q4|June 2026]], [[Questions:Evidence for the Big Bang Theory#q2|Jan 2026]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:Telescopes and the History of the Universe#q1|spectrograph]] – Aug 2025
* [[Questions:Stars and the Big Bang#q4|subatomic particles]] – June 2025
* [[Questions:Telescopes and the History of the Universe#q2|ultraviolet radiation]] – Aug 2025
* [[Questions:Stars and Elements in the Universe#q3|velocity]] – Aug 2026, [[Questions:Stars and Stellar Evolution#q4|June 2026]], [[Questions:Evidence for the Big Bang Theory#q3|Jan 2026]], [[Questions:Stars and the Big Bang#q4|June 2025]]
* [[Questions:The James Webb Space Telescope (JWST)#q3|visible light]] – June 2026, [[Questions:Telescopes and the History of the Universe#q2|Aug 2025]]
</div>

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 = Constructing Explanations and Designing Solutions
* Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
| SEP2 = Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
* A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
| DCI1 = ESS1.A: The Universe and Its Stars
* The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
* The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
* Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
| DCI2 = PS4.B: Electromagnetic Radiation
* Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2)
| CC1 = Energy and Matter:
* Energy cannot be created or destroyed – only moved between one place and another place, between objects and/or fields, or between systems.
| CC2 = Interdependence of Science, Engineering, and Technology
* Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
| CC3 = Scientific Knowledge Assumes an Order and Consistency in Natural Systems
* Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
* Science assumes the universe is a vast single system in which basic laws are consistent.
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Earth and Space Science|{{#fas:earth-americas}} Earth and Space Science]] and [[Physics|{{#far:scale-unbalanced}} Physics]]
| TOPIC = HS. Space Systems
}}
<metadesc>NYS Standard HS-ESS1-2: 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.</metadesc>