NY Science Standards Wiki - User contributions [en]

https://nyssls.info/api.php?action=feedcontributions&feedformat=atom&user=Conrad NY Science Standards Wiki - User contributions [en] 2026-08-07T12:17:01Z User contributions MediaWiki 1.35.9 https://nyssls.info/index.php?title=January_2026_Life_Science:_Biology_Exam&diff=3669 January 2026 Life Science: Biology Exam 2026-03-19T18:26:33Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:January 2026 Life Science: Biology Exam}}<br /> {| class="pe-ce-toggle"<br /> |[[Biology|{{#far:compass}} Performance Expectations]]<br /> |[[Biology Questions|{{#far:circle-question}} Questions]]<br /> |[[Biology claims and evidence|{{#far:clipboard-list}} Claims and Evidence]]<br /> |}<br /> {| class="pe-ce-toggle"<br /> |[[January 2026 Life Science: Biology Exam|Cluster View]]<br /> |[[January 2026 Life Science: Biology Exam Questions by Difficulty|Table View (Coming Soon)]]<br /> |}<br /> The January 2026 Life Science: Biology exam is composed of 29 multiple choice and 16 constructed response questions organized into ten question clusters. Data on the percentage of students answering correctly is not yet available.<br /> <br /> <br /> <br /> '''<span id="c1"></span><big>[[Questions:Two Kinds of Twins|Two Kinds of Twins]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Two Kinds of Twins#q1|Question 1]] || style="background-color:white;" | [[HS-LS1-8]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Two Kinds of Twins#q2|Question 2]] || style="background-color:white;" | [[HS-LS1-4]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Two Kinds of Twins#q3|Question 3]] || style="background-color:white;" | [[HS-LS3-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Two Kinds of Twins#q4|Question 4]] || style="background-color:white;" | [[HS-LS3-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Two Kinds of Twins#q5|Question 5]] || style="background-color:white;" | [[HS-ETS1-2]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c2"></span><big>[[Questions:Space Invader|Space Invader]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> <br /> |-<br /> | style="background-color:white;" | [[Questions:Space Invader#q1|Question 6]] || style="background-color:white;" | [[HS-LS3-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Space Invader#q2|Question 7]] || style="background-color:white;" | [[HS-LS1-5]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Space Invader#q3|Question 8]] || style="background-color:white;" | [[HS-LS2-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Space Invader#q4|Question 9]] || style="background-color:white;" | [[HS-ETS1-3]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c3"></span><big>[[Questions:Keystone Species Rule|Keystone Species Rule]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Keystone Species Rule#q1|Question 10]] || style="background-color:white;" | [[HS-LS2-6]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Keystone Species Rule#q2|Question 11]] || style="background-color:white;" | [[HS-ESS2-6]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Keystone Species Rule#q3|Question 12]] || style="background-color:white;" | [[HS-LS2-7]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Keystone Species Rule#q4|Question 13]] || style="background-color:white;" | [[HS-LS2-8]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> ----<br /> <br /> '''<span id="c4"></span><big>[[Questions:Solving the Problem of Cat Allergies|Solving the Problem of Cat Allergies]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q1|Question 14]] || style="background-color:white;" | [[HS-LS1-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q2|Question 15]] || style="background-color:white;" | [[HS-LS1-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q3|Question 16]] || style="background-color:white;" | [[HS-LS3-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q4|Question 17]] || style="background-color:white;" | [[HS-LS3-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q5|Question 18]] || style="background-color:white;" | [[HS-LS1-1]] || style="background-color:white;" | 0.00<br /> |}<br /> ----<br /> <br /> '''<span id="c5"></span><big>[[Questions:A Hard Pest to Manage|A Hard Pest to Manage]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q1|Question 19]] || style="background-color:white;" | [[HS-LS4-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q2|Question 20]] || style="background-color:white;" | [[HS-LS3-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q3|Question 21]] || style="background-color:white;" | [[HS-LS3-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q4|Question 22]] || style="background-color:white;" | [[HS-LS4-1]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c6"></span><big>[[Questions:Diabetes|Diabetes]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Diabetes#q1|Question 23]] || style="background-color:white;" | [[HS-LS1-7]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Diabetes#q2|Question 24]] || style="background-color:white;" | [[HS-LS1-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Diabetes#q3|Question 25]] || style="background-color:white;" | [[HS-LS1-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Diabetes#q4|Question 26]] || style="background-color:white;" | [[HS-LS1-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Diabetes#q5|Question 27]] || style="background-color:white;" | [[HS-ETS1-1]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c7"></span><big>[[Questions:Honeybee Behavior and Threats |Honeybee Behavior and Threats ]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats #q1|Question 28]] || style="background-color:white;" | [[HS-ETS1-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats #q2|Question 29]] || style="background-color:white;" | [[HS-LS2-8]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats #q3|Question 30]] || style="background-color:white;" | [[HS-LS2-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats #q4|Question 31]] || style="background-color:white;" | [[HS-LS4-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats #q5|Question 32]] || style="background-color:white;" | [[HS-LS2-1]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c8"></span><big>[[Questions:Baboon Evolution|Baboon Evolution]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Baboon Evolution#q1|Question 33]] || style="background-color:white;" | [[HS-LS4-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Baboon Evolution#q2|Question 34]] || style="background-color:white;" | [[HS-LS4-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Baboon Evolution#q3|Question 35]] || style="background-color:white;" | [[HS-LS2-8]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Baboon Evolution#q4|Question 36]] || style="background-color:white;" | [[HS-LS4-4]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> <br /> ----<br /> <br /> '''<span id="c9"></span><big>[[Questions:Purple Insect Eater|Purple Insect Eater]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Purple Insect Eater#q1|Question 37]] || style="background-color:white;" | [[HS-LS1-5]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Purple Insect Eater#q2|Question 38]] || style="background-color:white;" | [[HS-ESS2-6]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Purple Insect Eater#q3|Question 39]] || style="background-color:white;" | [[HS-LS2-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Purple Insect Eater#q4|Question 40]] || style="background-color:white;" | [[HS-LS1-2]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> ----<br /> <br /> '''<span id="c10"></span><big>[[Questions:Zebra Coat Patterns|Zebra Coat Patterns]]</big>'''<br /> {| class="wikitable" style="width:100%; text-align:center"<br /> ! style="padding: 0.5em 1.5em;" | Question<br /> ! style="padding: 0.5em 1.5em;" | Standard<br /> ! style="padding: 0.5em 1.5em;" | % correct<br /> |-<br /> | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q1|Question 41]] || style="background-color:white;" | [[HS-LS3-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q2|Question 42]] || style="background-color:white;" | [[HS-LS1-1]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q3|Question 43]] || style="background-color:white;" | [[HS-LS4-2]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q4|Question 44]] || style="background-color:white;" | [[HS-LS3-3]] || style="background-color:white;" | 0.00<br /> |-<br /> | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q5|Question 45]] || style="background-color:white;" | [[HS-LS2-7]] || style="background-color:white;" | 0.00<br /> |}<br /> <br /> {{Pagecontributors}}<br /> <metadesc>View the questions, answer key, performance expectation, and measured difficulty of each question from the NYS January 2026 Life Science: Biology exam.</metadesc></div>

Conrad https://nyssls.info/index.php?title=About_Us&diff=3183 About Us 2025-11-30T20:20:35Z

<p>Conrad: </p> <hr /> <div>'''The NY Science Standards Wiki is a non-monetized volunteer project that is a free to use resource for science teachers and other education professionals. Our goal is to make the standards easier to navigate.'''<br /> <br /> This wiki is independently maintained and is not affiliated with or endorsed by the New York State Education Department. All interpretations, summaries, and adaptations are provided for informational and instructional support purposes only. Official guidance should always be confirmed through NYSED or authorized sources.<br /> <br /> This site organizes key components of the NYSSLS — including performance expectations, assessment boundaries, clarification statements, NGSS dimensions, and performance level descriptors — in a clear and intuitive format. We also link relevant released state test questions and connect them to supporting teaching materials to support instructional planning and Regents preparation.<br /> <br /> A major focus of the NY Science Standards Wiki is accessibility. We aim to present official NYSED science materials in a digital format that is highly optimized to be more readable, searchable, and usable — especially for those using screen readers or assistive technologies.<br /> <br /> The NY Science Standards Wiki is a collaborative project. All editors of the site are licensed New York State education professionals . The site is independently maintained and updated by educators to ensure accuracy, clarity, and relevance.<br /> <br /> All content on this site is either adapted from official public NYSED documents or is the original creation of licensed New York State education professionals.<br /> <br /> The NY Science Standards Wiki serves teachers, curriculum designers, and administrators seeking to align instruction with the New York State Science Learning Standards (NYSSLS) and prepare students for science Regents assessments.<br /> <br /> If you have questions, feedback, or suggestions for resources to include, please contact us at '''contact@nyssls.info'''.<br /> <br /> Our current editors:<br /> {| class="wikitable" style="width:100%"<br /> |-<br /> | Conrad Richman || Chemistry Teacher || Brooklyn Technical High School<br /> |-<br /> | Caroline Leonard || Chemistry Teacher || Brooklyn Technical High School<br /> |-<br /> | Shirley Shameen || Chemistry Teacher || Brooklyn Technical High School<br /> |}</div>

Conrad https://nyssls.info/index.php?title=About_Us&diff=3182 About Us 2025-11-30T20:18:20Z

<p>Conrad: </p> <hr /> <div>'''The NY Science Standards Wiki is a non-monetized volunteer project that is a free to use resource for science teachers and other education professionals. Our goal is to make the standards easier to navigate.'''<br /> <br /> This site organizes key components of the NYSSLS — including performance expectations, assessment boundaries, clarification statements, NGSS dimensions, and performance level descriptors — in a clear and intuitive format. We also link relevant released state test questions and connect them to supporting teaching materials to support instructional planning and Regents preparation.<br /> <br /> A major focus of the NY Science Standards Wiki is accessibility. We aim to present official NYSED science materials in a digital format that is highly optimized to be more readable, searchable, and usable — especially for those using screen readers or assistive technologies.<br /> <br /> The NY Science Standards Wiki is a collaborative project. All editors of the site are licensed New York State education professionals . The site is independently maintained and updated by educators to ensure accuracy, clarity, and relevance.<br /> <br /> All content on this site is either adapted from official public NYSED documents or is the original creation of licensed New York State education professionals.<br /> <br /> The NY Science Standards Wiki serves teachers, curriculum designers, and administrators seeking to align instruction with the New York State Science Learning Standards (NYSSLS) and prepare students for science Regents assessments.<br /> <br /> If you have questions, feedback, or suggestions for resources to include, please contact us at '''contact@nyssls.info'''.<br /> <br /> Our current editors:<br /> {| class="wikitable" style="width:100%"<br /> |-<br /> | Conrad Richman || Chemistry Teacher || Brooklyn Technical High School<br /> |-<br /> | Caroline Leonard || Chemistry Teacher || Brooklyn Technical High School<br /> |-<br /> | Shirley Shameen || Chemistry Teacher || Brooklyn Technical High School<br /> |}</div>

Conrad https://nyssls.info/index.php?title=Privacy_Policy&diff=3181 Privacy Policy 2025-11-30T20:12:34Z

<p>Conrad: </p> <hr /> <div>This Privacy Policy describes how information is collected and used by NY Science Standards Wiki.<br /> <br /> === Information We Collect ===<br /> <br /> NY Science Standards Wiki does not require users to log in or submit personal information. If you voluntarily submit your email via our feedback form, we will use it only to respond to your message and will not sell or share it.<br /> <br /> However, we use third-party services that may collect non-personally identifiable information:<br /> <br /> - Google Analytics – Tracks anonymous usage statistics such as page views, browser and device type, and general geographic region. This helps us understand how users interact with the site and improve its performance.<br /> <br /> === Third-Party Links ===<br /> <br /> NY Science Standards Wiki may contain links to external websites. We are not responsible for the privacy practices or content of those third-party sites.<br /> <br /> === Changes to This Policy ===<br /> <br /> This Privacy Policy may be updated at any time. Revisions will be posted to this page.<br /> <br /> === Contact ===<br /> <br /> For questions regarding this privacy policy, please contact: contact@nyssls.info<br /> <br /> __NOTOC__</div>

Conrad https://nyssls.info/index.php?title=Privacy_Policy&diff=3180 Privacy Policy 2025-11-30T20:12:27Z

<p>Conrad: </p> <hr /> <div>This Privacy Policy describes how information is collected and used by NY Science Standards Wiki.<br /> <br /> === Information We Collect ===<br /> <br /> NY Science Standards Wiki does not require users to log in or submit personal information. If you voluntarily submit your email via our feedback form, we will use it only to respond to your message and will not sell or share it.<br /> <br /> However, we use third-party services that may collect non-personally identifiable information:<br /> <br /> - Google Analytics – Tracks anonymous usage statistics such as page views, browser and device type, and general geographic region. This helps us understand how users interact with the site and improve its performance.<br /> <br /> <br /> === Third-Party Links ===<br /> <br /> NY Science Standards Wiki may contain links to external websites. We are not responsible for the privacy practices or content of those third-party sites.<br /> <br /> === Changes to This Policy ===<br /> <br /> This Privacy Policy may be updated at any time. Revisions will be posted to this page.<br /> <br /> === Contact ===<br /> <br /> For questions regarding this privacy policy, please contact: contact@nyssls.info<br /> <br /> __NOTOC__</div>

Conrad https://nyssls.info/index.php?title=Physics_Glossary&diff=3153 Physics Glossary 2025-08-22T03:40:34Z

<p>Conrad: </p> <hr /> <div>This glossary is strictly limited to terms originating from official NYSED materials such as standards and released test questions.<br /> <div id="expandthissection">[[File:Pixel beaver.png|35px|link=|alt=Pixel beaver]] This page is incomplete. You can help out by [[Request account|contributing!]]</div><br><br /> == A ==<br /> <br><br /> == B ==<br /> <br><br /> == C ==<br /> <br><br /> == D ==<br /> <br><br /> == E ==<br /> <br><br /> == F ==<br /> <br><br /> == G ==<br /> <br><br /> == H ==<br /> <br><br /> == I ==<br /> <br><br /> == J ==<br /> <br><br /> == K ==<br /> <br><br /> == L ==<br /> <br><br /> == M ==<br /> <br><br /> == N ==<br /> <br><br /> == O ==<br /> <br><br /> == P ==<br /> <br><br /> == Q ==<br /> <br><br /> == R ==<br /> <br><br /> == S ==<br /> <br><br /> == T ==<br /> <br><br /> == U ==<br /> <br><br /> == V ==<br /> <br><br /> == W ==<br /> <br><br /> == X == <br /> <br><br /> == Y ==<br /> <br><br /> == Z ==<br /> <br><br /> {{Pagecontributors}}<br /> __NOTOC__</div>

Conrad https://nyssls.info/index.php?title=Chemistry_claims_and_evidence&diff=2828 Chemistry claims and evidence 2025-06-09T12:12:05Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:NY High School Chemistry Claims and Evidence}}<br /> {| class="pe-ce-toggle"<br /> |[[Chemistry|{{#far:compass}} Performance expectations]]<br /> |[[Chemistry Sample Questions|{{#far:circle-question}} Sample questions]]<br /> |[[Chemistry claims and evidence|{{#far:clipboard-list}} Claims and evidence]]<br /> |}<br /> <br /> In June 2024, the Office of State Assessment released the [https://www.nysed.gov/sites/default/files/programs/state-assessment/chemistry-educator-guide-2025.pdf Educator Guide to the Regents Examination in Physical Science: Chemistry]. Below are the claims-and-evidence from the educator guide which provide further insight on the types of questions that might appear on the Regents exam. <br /> <div id="claim-box"><br /> '''Claim #1 (Structure and Properties of Matter):'''<br><br /> A student can use and analyze data to develop and compare models and patterns to predict, investigate, communicate and support claims concerning the structure, function, transformations and interactions of matter and energy, at both the particulate-level and bulk scale<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Structure and Properties of Matter” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Making predictions of the properties of elements based on the patterns found on the periodic table. [[HS-PS1-1]]<br /> * Conducting an investigation to establish that the macroscopic properties of matter are caused by patterns in electrical forces between particles. [[HS-PS1-3]]<br /> * Using evidence to develop a model that illustrates the changes in the energy and nucleus of an atom during a nuclear process. [[HS-PS1-8]]<br /> * Communicating information using evidence as to how interactions at the particulate-level impact function on the bulk scale. [[HS-PS2-6]]<br /> * Interpreting data to validate mathematical relationships between the combined gas law variables and the behavior of gases. [[HS-PS1-9]]<br /> * Engaging in argument, using patterns of properties of solutions as evidence, to support claims regarding solution behavior. [[HS-PS1-10]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #2 (Chemical Reactions):'''<br><br /> A student can plan and conduct investigations, develop and revise models of chemical and physical systems based on patterns using scientific principles, qualitative and quantitative evidence to explain how changing conditions affect the interactions, conversions, and conservation of matter and energy in these systems.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Chemical Reactions” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Explaining the outcome of a chemical reaction citing evidence based on the element’s position and observable patterns from the periodic table. [[HS-PS1-2]]<br /> * Developing and using a model that explains the flow of energy and matter in a chemical reaction system. [[HS-PS1-4]], [[HS-LS1-5]]<br /> * Explaining how varying conditions and interactions between colliding particles affect reaction rates. [[HS-PS1-5]]<br /> * Modifying the conditions to increase product yield for a system at equilibrium. [[HS-PS1-6]]<br /> * Using quantitative evidence to support the Law of Conservation of Matter at the macroscopic and atomic scale. [[HS-PS1-7]]<br /> * Conducting an investigation to collect and analyze data to recognize patterns in the behavior of acids and bases. [[HS-PS1-11]]<br /> * Analyzing chemical reactions to provide evidence and formulate an argument that a transfer of electrons is accompanied by an energy conversion. [[HS-PS1-12]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #3 (Energy):'''<br><br /> A student can create, develop and use models to communicate the changes in energy using qualitative, mathematical or computational thinking to explain the interaction of matter that can be used to represent the transformation, flow and conservation of energy in a system.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Energy” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Create and modify a computational model to analyze overall energy changes in chemical and physical systems. [[HS-PS3-1]], [[HS-PS1-4]]<br /> * Utilizing a system model to predict the behavior of charged particles and related changes in energy. [[HS-PS3-1]], [[HS-PS3-5]]<br /> * Developing and using a model to explain the behavior of objects through electric or magnetic fields. [[HS-PS3-5]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #4 (Waves and Electromagnetic Radiation):'''<br><br /> A student can use published information to evaluate claims pertaining to the effects of the interactions of electromagnetic radiation with matter.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Waves and Electromagnetic Radiation” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Evaluating data used to predict the effects of varying frequencies of electromagnetic radiation when it is absorbed by matter. [[HS-PS4-4]]<br /> * Arguing from evidence that a published claim about effects of absorption of electromagnetic radiation by matter is valid and reliable. [[HS-PS4-4]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #5 (Engineering Design):'''<br><br /> A student can analyze models, including mathematical and computer simulations, that present criteria, trade-offs, and a range of constraints to design and evaluate a solution that optimizes technological and engineering practices for the management of systems, societal needs, environmental impacts, and real-world problems.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Engineering Design” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Students collected data, models, and simulations that identify, describe, and solve real-world problems designed to balance societal needs with societal wants while attempting to reduce impacts. [[HS-ETS1-2]], [[HS-ETS1-4]]<br /> * Solutions to global challenges that meet criteria, require trade-offs, and are limited by constraints as illustrated by various types of models (computer, simulations, engineering). [[HS-ETS1-1]], [[HS-ETS1-3]]<br /> </div><br /> <br><br /> {{Pagecontributors}}</div>

Conrad https://nyssls.info/index.php?title=Chemistry_claims_and_evidence&diff=2827 Chemistry claims and evidence 2025-06-09T12:11:39Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:NY High School Chemistry Claims and Evidence}}<br /> {| class="pe-ce-toggle"<br /> |[[Chemistry|{{#far:compass}} Performance expectations]]<br /> |[[Chemistry Sample Questions|{{#far:circle-question}} Sample questions]]<br /> |[[Chemistry claims and evidence|{{#far:clipboard-list}} Claims and evidence]]<br /> |}<br /> <br /> In June 2024, the Office of State Assessment released the [https://www.nysed.gov/sites/default/files/programs/state-assessment/chemistry-educator-guide-2025.pdf Educator Guide to the Regents Examination in Physical Science: Chemistry]. Below are the claims-and-evidence from the educator guide which provide further insight on the types of questions that might appear on the Regents exam. <br /> <div id="claim-box"><br /> '''Claim #1 (Structure and Properties of Matter):'''<br><br /> A student can use and analyze data to develop and compare models and patterns to predict, investigate, communicate and support claims concerning the structure, function, transformations and interactions of matter and energy, at both the particulate-level and bulk scale<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Structure and Properties of Matter” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Making predictions of the properties of elements based on the patterns found on the periodic table. [[HS-PS1-1]]<br /> * Conducting an investigation to establish that the macroscopic properties of matter are caused by patterns in electrical forces between particles. [[HS-PS1-3]]<br /> * Using evidence to develop a model that illustrates the changes in the energy and nucleus of an atom during a nuclear process. [[HS-PS1-8]]<br /> * Communicating information using evidence as to how interactions at the particulate-level impact function on the bulk scale. [[HS-PS2-6]]<br /> * Interpreting data to validate mathematical relationships between the combined gas law variables and the behavior of gases. [[HS-PS1-9]]<br /> * Engaging in argument, using patterns of properties of solutions as evidence, to support claims regarding solution behavior. [[HS-PS1-10]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #2 (Chemical Reactions):'''<br><br /> A student can plan and conduct investigations, develop and revise models of chemical and physical systems based on patterns using scientific principles, qualitative and quantitative evidence to explain how changing conditions affect the interactions, conversions, and conservation of matter and energy in these systems.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Chemical Reactions” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Explaining the outcome of a chemical reaction citing evidence based on the element’s position and observable patterns from the periodic table. [[HS-PS1-2]]<br /> * Developing and using a model that explains the flow of energy and matter in a chemical reaction system. [[HS-PS1-4]], [[HS-LS1-5]]<br /> * Explaining how varying conditions and interactions between colliding particles affect reaction rates. [[HS-PS1-5]]<br /> * Modifying the conditions to increase product yield for a system at equilibrium. [[HS-PS1-6]]<br /> * Using quantitative evidence to support the Law of Conservation of Matter at the macroscopic and atomic scale. [[HS-PS1-7]]<br /> * Conducting an investigation to collect and analyze data to recognize patterns in the behavior of acids and bases. [[HS-PS1-11]]<br /> * Analyzing chemical reactions to provide evidence and formulate an argument that a transfer of electrons is accompanied by an energy conversion. [[HS-PS1-12]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #3 (Energy):'''<br><br /> A student can create, develop and use models to communicate the changes in energy using qualitative, mathematical or computational thinking to explain the interaction of matter that can be used to represent the transformation, flow and conservation of energy in a system.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Energy” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Create and modify a computational model to analyze overall energy changes in chemical and physical systems. [[HS-PS3-1]], [[HS-PS1-4]]<br /> * Utilizing a system model to predict the behavior of charged particles and related changes in energy. [[HS-PS3-1]], [[HS-PS3-5]]<br /> * Developing and using a model to explain the behavior of objects through electric or magnetic fields. [[HS-PS3-5]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #4 (Waves and Electromagnetic Radiation):'''<br><br /> A student can use published information to evaluate claims pertaining to the effects of the interactions of electromagnetic radiation with matter.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Waves and Electromagnetic Radiation” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Evaluating data used to predict the effects of varying frequencies of electromagnetic radiation when it is absorbed by matter. [[HS-PS4-4]]<br /> * Arguing from evidence that a published claim about effects of absorption of electromagnetic radiation by matter is valid and reliable. [[HS-PS4-4]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> '''Claim #5 (Engineering Design):'''<br><br /> A student can analyze models, including mathematical and computer simulations, that present criteria, trade-offs, and a range of constraints to design and evaluate a solution that optimizes technological and engineering practices for the management of systems, societal needs, environmental impacts, and real-world problems.<br /> </div><br /> <div id="evidence-box"><br /> '''Evidence:''' ''A student demonstrates understanding of “Engineering Design” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:''<br><br /> * Students collected data, models, and simulations that identify, describe, and solve real-world problems designed to balance societal needs with societal wants while attempting to reduce impacts. [[HS-ETS1-2]], [[HS-ETS1-4]]<br /> * Solutions to global challenges that meet criteria, require trade-offs, and are limited by constraints as illustrated by various types of models (computer, simulations, engineering). [[HS-ETS1-1]], [[HS-ETS1-3]]<br /> </div><br /> <br><br /> <div id="claim-box"><br /> {{Pagecontributors}}</div>

Conrad https://nyssls.info/index.php?title=Main_Page&diff=2650 Main Page 2025-05-14T00:25:39Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:NY Science Standards Wiki}}<br /> <div id="fp-top"><br /> <big>{{#far:signs-post}} Explore the ''new'' NYS science learning standards in a format that is accessible and easy to navigate<br /> </big><br /> {| class="wikitable" style="margin:auto"<br /> |-<br /> ! New Exam !! First Administration<br /> |-<br /> | [[MS|Middle School]] || Spring 2024<br /> |-<br /> | [[Biology|Biology Regents]] || June 2025<br /> |-<br /> | [[Earth and Space Science|Earth and Space Sciences Regents]] || June 2025<br /> |-<br /> | [[Chemistry|Chemistry Regents]] || June 2026 <br /> |-<br /> | [[Physics|Physics Regents]] || June 2026<br /> |}<br /> <br /> <br /> <big>{{#far:microscope}} Conveniently find answers and related performance expectations to NYSED released questions<br /> </big><br /> {| class="wikitable" style="margin:auto"<br /> ! Question Clusters<br /> |-<br /> | [[MS questions| Middle School Questions]]<br /> |-<br /> | [[Biology Sample Questions|Biology Questions]]<br /> |-<br /> | [[Earth and Space Science Sample Questions|Earth and Space Sciences Questions]]<br /> |-<br /> | [[Chemistry sample question clusters|Chemistry Questions]]<br /> |-<br /> | [[Physics Sample Question Clusters|Physics Questions]]<br /> |}<br /> </div><br /> <br /> <br /> == Announcements ==<br /> * <big>'''May 11th, 2025:''' the [[Spring 2024 Grade 8 Science Test|Spring 2024 Grade 8 science exam]] and middle school [[Middle School Sample Question Clusters|sample clusters]] have been added to the wiki.</big><br /> * <big>'''April 20th, 2025:''' all [[Sample Question Clusters|sample question clusters]] released by NYSED have been added to the wiki for biology, earth and space sciences, chemistry, and physics.</big><br /> <br /> <br /> == Recent activity ==<br /> {{Special:SimpleChanges/6}}<br /> <big>[[Special:recentchanges|View more...]]</big><br /> <br /> == Collaborators ==<br /> <big>[[Collaborators|See our wiki collaborators]]</big><br /> <br /> == Get involved ==<br /> <big>NYSSLS.info is a constant work-in-progress. Interested in adding to the wiki? [[Request account|Request an account.]]</big><br /> <br /> == Background ==<br /> <big>The 2016 New York State Science Learning Standards are closely aligned with the Next Generation Science Standards (NGSS). NGSS is a set of science education standards that were developed by a coalition of states in addition to the National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve Inc.<br /> <br /> Numerous states across the United States have adopted the NGSS or developed their own standards based on NGSS principles. States adopting NGSS develop their own assessment systems. For example, [[HS-PS1-1]] is a performance expectation shared by many states. However, another state and NY may assess mastery of HS-PS1-1 on a standardized test in two very different ways. And while NGSS serves as a foundational framework, states have the flexibility to customize their standards. This customization may involve adding state-specific content. For example, there are performance expectations such as [[MS-PS3-6]] and [[HS-ESS1-7]], which are specific to New York.<br /> <br /> [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nysscienceintro.pdf NYSED introduction to the new learning standards]<br /> <br /> [https://www.nysed.gov/curriculum-instruction/science-learning-standards View the standards and other resources on the official NYSED website]</big><br /> <br /> <br /> == Site information ==<br /> [[About Us]] • [[Privacy Policy]] • [[Contact Us]] • [[Terms of Use]]<br /> __NOTOC__<metadesc>NY Science Standards Wiki is maintained by volunteers to support understanding of the New York State Science Learning Standards in biology, chemistry, physics, and earth and space sciences.</metadesc></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Pagetitle-view-mainpage&diff=2649 MediaWiki:Pagetitle-view-mainpage 2025-05-14T00:25:00Z

<p>Conrad: </p> <hr /> <div>NY Science Standards Wiki</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Sidebar&diff=2108 MediaWiki:Sidebar 2025-05-08T15:59:19Z

<p>Conrad: </p> <hr /> <div><br /> * navigation<br /> ** P-8|P-5<br /> ** MS|MS<br /> ** Earth and Space Science|Earth & Space Science<br /> ** Biology|Biology<br /> ** Chemistry|Chemistry<br /> ** Physics|Physics<br /> * SEARCH<br /> * TOOLBOX<br /> * LANGUAGES</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1914 MediaWiki:Common.css 2025-04-29T22:59:38Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1913 MediaWiki:Common.css 2025-04-29T22:58:43Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> .bottom-navs {<br /> padding-top: 0 !important;<br /> margin-top: 0 !important;<br /> }</div>

Conrad https://nyssls.info/index.php?title=HS-LS1-5&diff=1797 HS-LS1-5 2025-04-22T19:18:30Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-LS1-5 {{!}} Photosynthesis}}<br /> {{Navlinks|HS-LS1-8|HS-LS1-6|← HS-LS1-8 (Bio)|HS-LS1-6 (Bio) →|HS-PS4-4||← HS-PS4-4 (Chem)|}}<br /> {{learningstandard<br /> | ls = Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.<br /> | cs = Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.<br /> | ab = Assessment does not include specific biochemical steps.<br /> }}<br /> ''Note: This is a performance expectation for both HS Biology and HS Chemistry. For chemistry, the focus is on "balancing chemical equations" (as per the NYSED high school course maps).''<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy.<br /> | Level4 = Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.<br /> | Level3 = Use a model to describe how the process of photosynthesis conserves energy and/or matter.<br /> | Level2 = Use a model/information demonstrating photosynthesis to identify energy and matter components. <br /> | Level1 = Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy.<br /> }}<br /> <br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:Coral Reefs Sample Cluster#q2|(Biology) Coral Reefs Q2]]<br /> * [[Questions:PSC Evaluating Gas Stoves#q5|(Chemistry) Evaluating Gas Stoves Q5]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Developing and Using Models<br /> * Use a model based on evidence to illustrate the relationships between systems or between components of a system. <br /> | DCI1 = LS1.C: Organization for Matter and Energy Flow in Organisms<br /> * The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. <br /> | CC1 = Energy and Matter<br /> * Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Biology|{{#fas:dna}} Biology]] and [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Matter and Energy in Organisms and Ecosystems<br /> }}<br /> <metadesc>NYS Standard HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS4-4&diff=1796 HS-PS4-4 2025-04-22T19:17:51Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS4-4 {{!}} Radiation and Matter}}<br /> {{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) →}}<br /> {{learningstandard<br /> | ls = Evaluate the validity and reliability of claims in published materials of the effects that different<br /> frequencies of electromagnetic radiation have when absorbed by matter.<br /> | 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.<br /> | ab = Assessment is limited to qualitative descriptions.<br /> }}<br /> ''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.''<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | 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. <br /> | 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.<br /> | 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. <br /> | 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. <br /> | Level1 = Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided. <br /> }}<br /> <br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:PSC Evaluating Gas Stoves#q3|(Chemistry) Evaluating Gas Stoves Q3]]<br /> * [[Questions:PSC Evaluating Gas Stoves#q4|(Chemistry) Evaluating Gas Stoves Q4]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Obtaining, Evaluating, and Communicating Information<br /> * Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. <br /> | DCI1 = PS4.B: Electromagnetic Radiation<br /> * 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. <br /> | CC1 = Cause and Effect<br /> * 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. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]<br /> | TOPIC = HS. Waves and Electromagnetic Radiation<br /> }}<br /> <metadesc>NYS Standard HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different<br /> frequencies of electromagnetic radiation have when absorbed by matter.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS3-5&diff=1795 HS-PS3-5 2025-04-22T19:16:17Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS3-5 {{!}} Forces and Fields}}<br /> {{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) →}}<br /> {{learningstandard<br /> | ls = Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the<br /> forces between objects and the changes in energy of the objects due to the interaction.<br /> | 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.<br /> | ab = Assessment is limited to systems containing two objects.<br /> }}<br /> ''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).''<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | 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.<br /> | 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.<br /> | 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.<br /> | 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. <br /> | 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. <br /> }}<br /> <br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Developing and Using Models<br /> * Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. <br /> | DCI1 = PS3.C: Relationship Between Energy and Forces<br /> * When two objects interacting through a field change relative position, the energy stored in the field is changed. <br /> | CC1 = Cause and Effect<br /> * 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. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]<br /> | TOPIC = HS. Energy<br /> }}<br /> <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></div>

Conrad https://nyssls.info/index.php?title=HS-PS3-1&diff=1794 HS-PS3-1 2025-04-22T19:08:45Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS3-1 {{!}} Energy Transfer}}<br /> {{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) →}}<br /> {{learningstandard<br /> | ls = Create a computational model to calculate the change in the energy of one component in a system when<br /> the change in energy of the other component(s) and energy flows in and out of the system are known.<br /> | cs = Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.<br /> | 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.<br /> }}<br /> ''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<br /> overlap with Chemistry". For chemistry, the NYSED describes a focus of "Conservation of energy, thermal energy, endothermic and exothermic reactions".''<br /> <br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | 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.<br /> | 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.<br /> | 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.<br /> | Level2 = Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system. <br /> | Level1 = Use mathematical representation or information provided to identify energy change(s) in one or more components of a system. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:Sampler Bungee Jumping#q1|(Physics) Bungee Jumping Q1]]<br /> * [[Questions:Sampler Bungee Jumping#q4|(Physics) Bungee Jumping Q4]]<br /> <br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Using Mathematics and Computational Thinking<br /> * Create a computational model or simulation of a phenomenon, designed device, process, or system.<br /> | DCI1 = PS3.A: Definitions of Energy<br /> * 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. <br /> | DCI2 = PS3.B: Conservation of Energy and Energy Transfer<br /> * 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. <br /> * The availability of energy limits what can occur in any system.<br /> | CC1 = Systems and System Models<br /> * 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.<br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]]<br /> | TOPIC = HS. Energy<br /> }}<br /> <metadesc>NYS Standard HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when<br /> the change in energy of the other component(s) and energy flows in and out of the system are known.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-7&diff=1793 HS-PS1-7 2025-04-22T19:06:22Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-7 {{!}} Conservation of Mass}}<br /> {{Navlinks|HS-PS1-6|HS-PS1-11|← HS-PS1-6|HS-PS1-11 →}}<br /> {{learningstandard<br /> | ls = Use mathematical representations to support the claim that atoms, and therefore mass, are conserved<br /> during a chemical reaction.<br /> | cs = Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.<br /> | ab = Assessment does not include complex chemical reactions.<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Create and revise mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. <br /> | Level4 = Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. <br /> | Level3 = Construct a mathematical representation and/or calculate a quantity (e.g. # of particles, volume of a gas, etc.), using the relationship that atoms and/or mass are conserved during a chemical reaction.<br /> | Level2 = Use or complete a mathematical representation to demonstrate that atoms and/or mass are conserved during a chemical reaction.<br /> | Level1 = Use information provided to identify mathematical representations that demonstrate atoms and/or mass are conserved during a chemical reaction. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:Smartphone Chemistry Sample Cluster#q3|Smartphone Chemistry Q3]]<br /> * [[Questions:PSC A Profitable Blueberry Field#q4|A Profitable Blueberry Field Q4]]<br /> * [[Questions:PSC A Profitable Blueberry Field#q5|A Profitable Blueberry Field Q5]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Using Mathematics and Computational Thinking<br /> * Use mathematical representations of phenomena to support claims. <br /> | DCI1 = PS1.B: Chemical Reactions<br /> * The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. <br /> | CC1 = Energy and Matter<br /> * The total amount of energy and matter in closed systems is conserved. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Chemical Reactions<br /> }}<br /> <metadesc>NYS Standard HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved<br /> during a chemical reaction.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-6&diff=1792 HS-PS1-6 2025-04-22T19:05:26Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-6 {{!}} Chemical Equilibrium}}<br /> {{Navlinks|HS-PS1-5|HS-PS1-7|← HS-PS1-5|HS-PS1-7 →}}<br /> {{learningstandard<br /> | ls = Refine the design of a chemical system by specifying a change in conditions that would produce increased<br /> amounts of products at equilibrium.<br /> | cs = Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.<br /> | ab = Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.<br /> }}<br /> ''Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.''<br /> <br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Optimize the design of a chemical system by explaining how multiple changes to experimental conditions will increase the amounts of products in a system at equilibrium. <br /> | Level4 = Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.<br /> | Level3 = Explain how a change in the design of a chemical system and/or experimental conditions would affect the amount of products and/or reactants at equilibrium. <br /> | Level2 = Identify a modification to the design or to the experimental conditions of a chemical system and/or describe the effect on the products and/or reactants at equilibrium. <br /> | Level1 = Use information provided to identify a change in the experimental conditions that would modify the amount of products or reactants at equilibrium. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Constructing Explanations and Designing Solutions<br /> * Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. <br /> | DCI1 = PS1.B: Chemical Reactions<br /> * (NYSED) In many situations, a dynamic and condition dependent balance between a reaction and the reverse reaction determines the numbers of all types of particles present. <br /> | DCI2 = EST1.C: Optimizing the Design Solution<br /> * 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 (tradeoffs) may be needed.<br /> | CC1 = Stability and Change<br /> * Much of science deals with constructing explanations of how things change and how they remain stable. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Chemical Reactions<br /> }}<br /> <metadesc>NYS Standard HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-5&diff=1791 HS-PS1-5 2025-04-22T19:04:39Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-5 {{!}} Reaction Rates}}<br /> {{Navlinks|HS-PS1-4|HS-PS1-6|← HS-PS1-4|HS-PS1-6 →}}<br /> {{learningstandard<br /> | ls = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is<br /> affected when conditions are varied.<br /> | cs = Explanations should be based on three variables in collision theory: number of collisions per unit time, particle orientation on collision, and energy required to produce the change. Conditions that affect these three variables include temperature, pressure, nature of reactants, concentrations of reactants, mixing, particle size, surface area, and addition of a catalyst.<br /> | ab = Assessment is limited to simple reactions in which there are only two reactants and to specifying the change in only one condition at a time.<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied. <br /> | Level4 = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied. <br /> | Level3 = Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied. <br /> | Level2 = Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied. <br /> | Level1 = Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied. <br /> }}<br /> <br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Constructing Explanations and Designing Solutions<br /> * Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. <br /> | DCI1 = PS1.B: Chemical Reactions<br /> * (NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy.<br /> | CC1 = Patterns<br /> * 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.<br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Chemical Reactions<br /> }}<br /> <metadesc>NYS Standard HS-PS1-5: Apply scientific principles and evidence to explain how the rate of a physical or chemical change is<br /> affected when conditions are varied.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-4&diff=1790 HS-PS1-4 2025-04-22T19:03:58Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-4 {{!}} Energy in Reactions}}<br /> {{Navlinks|HS-PS1-2|HS-PS1-5|← HS-PS1-2|HS-PS1-5 →}}<br /> {{learningstandard<br /> | ls = Develop a model to illustrate that the release or absorption of energy from a chemical reaction system<br /> depends upon the changes in total bond energy.<br /> | cs = Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.<br /> | ab = Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Develop and critique models to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.<br /> | Level4 = Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.<br /> | Level3 = Develop and/or use a model to describe the energy associated with the formation and/or the breaking of a bond(s) between atoms.<br /> | Level2 = Use a model to describe the release or absorption of energy from a chemical reaction system.<br /> | Level1 = Use a model/information to identify the changes in energy in a chemical reaction system. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Develop and using models: develop a model based on evidence to illustrate the relationships between systems or between components of a system.<br /> | DCI1 = Structure and properties of matter: a stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.<br /> | DCI2 = Chemical reactions: chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy.<br /> | CC1 = Energy and matter: changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.<br /> }}<br /> <br /> <br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Chemical Reactions<br /> }}<br /> <metadesc>NYS Standard HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-2&diff=1789 HS-PS1-2 2025-04-22T19:02:25Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-2 {{!}} Chemical Reactions}}<br /> {{Navlinks|HS-PS2-6|HS-PS1-4|← HS-PS2-6|HS-PS1-4 →}}<br /> {{learningstandard<br /> | ls = Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.<br /> | cs = Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.<br /> | ab = Assessment is limited to chemical reactions involving main group elements and combustion reactions.<br /> }}<br /> <metadesc>NYS Standard HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.</metadesc><br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Construct, revise, and evaluate explanations for the outcome of simple chemical reactions based on the predictable behavior of reactants, the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. <br /> | Level4 = Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. <br /> | Level3 = Construct or revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties. <br /> | Level2 = Predict the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.<br /> | Level1 = Given possible reaction outcomes, identify the outcome of a simple chemical reaction using the outermost electron states of atoms, trends in the periodic table, or knowledge of the patterns of chemical properties.<br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:PSC Evaluating Gas Stoves#q1|Evaluating Gas Stoves Q1]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Constructing Explanations and Computational Thinking<br /> * Construct and revise 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.<br /> | DCI1 = PS1.A: Structure and Properties of Matter<br /> * The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. <br /> |DCI2 = PS1.B: Chemical Reactions<br /> * The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. <br /> | CC1 = Patterns<br /> * 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. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Chemical Reactions<br /> }}<br /> <metadesc>NYS Standard HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS2-6&diff=1788 HS-PS2-6 2025-04-22T19:00:54Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS2-6 {{!}} Structure and Function of Materials}}<br /> {{Navlinks|HS-PS1-10|HS-PS1-2|← HS-PS1-10|HS-PS1-2 →}}<br /> {{learningstandard<br /> | ls = Communicate scientific and technical information about why the particulate-level structure is important in<br /> the functioning of designed materials.<br /> | cs = Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.<br /> | ab = Assessment is limited to provided particulate structures of specific designed materials.<br /> }}<br /> ''Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.''<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product. <br /> | Level4 = Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials. <br /> | Level3 = Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s). <br /> | Level2 = Use information to describe how the particulate-level structure of designed material(s) supports its function.<br /> | Level1 = Use information to identify a particulate-level structure or function of a designed material. <br /> }}<br /> <br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> [[Questions:Smartphone Chemistry Sample Cluster#q2|Smartphone Chemistry Q2]]<br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Obtaining, Evaluating, and Communicating Information<br /> * Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).<br /> | DCI1 = PS2.B: Types of Interactions<br /> * Attraction and repulsions between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. <br /> |DCI2 = PS1.A Structure and Properties of Matter (secondary to HS-PS2-6)<br /> * The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.<br /> | CC1 = Structure and Function<br /> * Investigating or designing new systems or structures requires a detailed explanation of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. <br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics]]<br /> | TOPIC = HS. Structure and Properties of Matter<br /> }}<br /> <metadesc>NYS Standard HS-PS2-6: Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-3&diff=1787 HS-PS1-3 2025-04-22T18:56:50Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-3 {{!}} Intermolecular Forces}}<br /> {{Navlinks|HS-PS1-1|HS-PS1-8|← HS-PS1-1|HS-PS1-8 →}}<br /> {{learningstandard<br /> | ls = Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk<br /> scale to infer the strength of electrical forces between particles.<br /> | cs = Emphasis is on understanding the strengths of forces between particles in solids, liquids, and gases, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and network solids. Examples of bulk scale properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.]<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Plan and conduct multiple investigations to gather and evaluate evidence that compares the structure of substances at the bulk scale to explain the strength of electrical forces between particles. <br /> | Level4 = Plan and conduct an investigation to gather and evaluate evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. <br /> | Level3 = Given a plan, conduct an explanation '''or''' given the results of an investigation or provided information, describe patterns of the relative strength of electrical forces between particles, based on structures, and/or the resulting properties at bulk scale. <br /> | Level2 = Given a plan, conduct an explanation '''or''' given the results of an investigation or provided information, make a claim that compares the relative strength of electrical forces between particles of substances at the bulk scale. <br /> | Level1 = Use data from an investigation or provided information to identify a pattern in bulk scale properties of substances as it relates to the relative strength of electrical forces between particles. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | 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.<br /> | DCI1 = Structure and properties of matter: The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.<br /> | DCI2 = Types of interactions: Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.<br /> | 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.<br /> }}<br /> <br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Structure and Properties of Matter<br /> }}<br /> <metadesc>NYS Standard HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-1&diff=1786 HS-PS1-1 2025-04-22T18:56:07Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-1 {{!}} Periodic Table}}<br /> {{Navlinks<br /> ||HS-PS1-3||HS-PS1-3 →<br /> }}{{learningstandard<br /> | ls = Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.<br /> | cs = Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.<br /> | ab = Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Use the periodic table as a model to construct a representation of chemical behavior using relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level4 = Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level3 = Use the periodic table as a model to describe the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level2 = Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms and the relative properties of elements within a group or period. <br /> | Level1 = Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms or the relative properties of elements within a group or period. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:Smartphone Chemistry Sample Cluster#q1|Smartphone Chemistry Q1]]<br /> * [[Questions:PSC Evaluating Gas Stoves#q2|Evaluating Gas Stoves Q2]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Developing and Using Models <br /> * Use a model to predict the relationships between systems or between components of a system.<br /> | DCI1 = Structure and Properties of Matter<br /> * Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.<br /> | DCI2 = Structure and Properties of Matter<br /> * The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.<br /> | CC1 = Patterns<br /> * 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.<br /> }}<br /> <br /> <br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Structure and Properties of Matter<br /> }}<br /> <metadesc>NYS Standard HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.</metadesc></div>

Conrad https://nyssls.info/index.php?title=HS-PS1-1&diff=1785 HS-PS1-1 2025-04-22T18:52:54Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-11 {{!}} Periodic Table}}<br /> {{Navlinks<br /> ||HS-PS1-3||HS-PS1-3 →<br /> }}{{learningstandard<br /> | ls = Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.<br /> | cs = Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.<br /> | ab = Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.<br /> }}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Use the periodic table as a model to construct a representation of chemical behavior using relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level4 = Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level3 = Use the periodic table as a model to describe the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. <br /> | Level2 = Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms and the relative properties of elements within a group or period. <br /> | Level1 = Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms or the relative properties of elements within a group or period. <br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> * [[Questions:Smartphone Chemistry Sample Cluster#q1|Smartphone Chemistry Q1]]<br /> * [[Questions:PSC Evaluating Gas Stoves#q2|Evaluating Gas Stoves Q2]]<br /> <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | SEP1 = Developing and Using Models <br /> * Use a model to predict the relationships between systems or between components of a system.<br /> | DCI1 = Structure and Properties of Matter<br /> * Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.<br /> | DCI2 = Structure and Properties of Matter<br /> * The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.<br /> | CC1 = Patterns<br /> * 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.<br /> }}<br /> <br /> <br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Structure and Properties of Matter<br /> }}<br /> <metadesc>NYS Standard HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.</metadesc></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1761 MediaWiki:Common.css 2025-04-20T22:15:37Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1760 MediaWiki:Common.css 2025-04-20T22:15:11Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> padding: 0.7em;<br /> background-color: rgb(241, 241, 241);<br /> }</div>

Conrad https://nyssls.info/index.php?title=HS-PS1-9&diff=1759 HS-PS1-9 2025-04-20T22:05:35Z

<p>Conrad: </p> <hr /> <div>{{DISPLAYTITLE:HS-PS1-9 {{!}} Gas Behavior}}<br /> {{Navlinks|HS-PS1-8|HS-PS1-10|← HS-PS1-8|HS-PS1-10 →}}<br /> {{learningstandard<br /> | ls = Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.<br /> | cs = Real gases may be included at conditions near STP. The relationships of the variables in the combined gas law may be described both qualitatively and quantitatively.<br /> | ab = Assessment is limited to the relationships among the variables of the combined gas law, not the gas law names, i.e. Boyle’s Law.<br /> }}<br /> {{NYSEDspecific}}<br /> <br /> {{PerformanceLevel}}<br /> {{PLTable<br /> | Level5 = Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas<br /> | Level4 = Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.<br /> | Level3 = Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.<br /> | Level2 = Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant.<br /> | Level1 = Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.<br /> }}<br /> <br /> == {{Resourcesheading}} ==<br /> {{resourcesmessage}}<br /> <br /> {{expandthissection}} <br /> <br /> == {{Assessmentheading}} ==<br /> {{assessmentmessage}}<br /> <br /> {{expandthissection2}} <br /> <br /> == {{Dimensionsheading}} ==<br /> {{dimensionsmessage}}<br /> <br /> {{Dimensionstable<br /> | 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.<br /> | DCI1 = Structure and properties of matter: the concept of an ideal gas is a model to explain behavior of gases. A real gas is most like an ideal gas when the real gas is at low pressure and high temperature.<br /> | CC1 = Patterns: Mathematical representations can be used to identify certain patterns.<br /> }}<br /> <br /> {{Pagecontributors}}<br /> <br /> {{Bottomnav<br /> | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]]<br /> | TOPIC = HS. Structure and Properties of Matter<br /> }}<br /> <metadesc>NYS Standard HS-PS1-9: Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.</metadesc></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1758 MediaWiki:Common.css 2025-04-20T22:02:24Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1757 MediaWiki:Common.css 2025-04-20T21:58:01Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> .tabs-tabbox > .tabs-input:checked + .tabs-label, .tabs-input-0:checked + .tabs-input-1 + .tabs-label {<br /> z-index: 2;<br /> background-color: #f9f9f9;<br /> }<br /> <br /> .pltab-content {<br /> border: none !important;<br /> margin-top: 0 !important;<br /> border-radius: 0 !important;<br /> }<br /> <br /> .tabs-tabbox > .tabs-container {<br /> border: none !important;<br /> border-radius: 0 !important;<br /> }<br /> <br /> .tabs-tabbox > .tabs-label {<br /> border-radius: 0 !important;<br /> }<br /> <br /> .tabs-label {<br /> border: none !important;<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1644 MediaWiki:Common.css 2025-04-20T09:45:22Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> padding: 0.7em;<br /> background-color: rgb(241, 241, 241);<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1643 MediaWiki:Common.css 2025-04-20T09:45:13Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1519 MediaWiki:Common.css 2025-04-19T12:18:49Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> padding: 0.7em;<br /> background-color: rgb(241, 241, 241);<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1518 MediaWiki:Common.css 2025-04-19T12:16:47Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> padding: 0.8 em;<br /> background-color: rgb(241, 241, 241);<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1517 MediaWiki:Common.css 2025-04-19T12:13:58Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> padding: 0.8 em;<br /> background-color: rub(241, 241, 241);<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1419 MediaWiki:Common.css 2025-04-17T01:10:49Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1418 MediaWiki:Common.css 2025-04-17T01:10:17Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images img {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> display: block;<br /> margin: 0 auto;<br /> }</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1417 MediaWiki:Common.css 2025-04-17T01:08:26Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images .mw-file-element {<br /> max-width: 100% !important;<br /> height: auto !important;<br /> }</div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1416 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T01:07:55Z

<p>Conrad: </p> <hr /> <div><div id="question-images"><br /> <div id="q1"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|650px|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|650px|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <br /> <div id="q3"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|650px|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <br /> <div id="q4"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|650px|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <br /> <div id="q5"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|650px|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div><br /> </div></div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1415 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T01:03:26Z

<p>Conrad: </p> <hr /> <div><div id="q1"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|650px|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|650px|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <br /> <div id="q3"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|650px|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <br /> <div id="q4"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|650px|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <br /> <div id="q5"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|650px|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1414 MediaWiki:Common.css 2025-04-17T01:03:00Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";</div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1413 MediaWiki:Common.css 2025-04-17T01:02:00Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> /* Target only the images inside the question section */<br /> #question-images .question-img-file img {<br /> display: block;<br /> margin: 0 auto;<br /> width: 100% !important;<br /> max-width: 650px !important;<br /> height: auto !important;<br /> }</div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1412 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T01:01:38Z

<p>Conrad: </p> <hr /> <div><div id="question-images"><br /> <br /> <div id="q1"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|frameless|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|frameless|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <div id="q3"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|frameless|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <div id="q4"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|frameless|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <div id="q5"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|frameless|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div><br /> <br /> </div></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1411 MediaWiki:Common.css 2025-04-17T01:00:45Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> .question-image img {<br /> width: 100% !important;<br /> height: auto !important;<br /> max-width: 650px;<br /> display: block;<br /> margin: 0 auto;<br /> }</div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1410 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T01:00:22Z

<p>Conrad: </p> <hr /> <div><div id="question-images"><br /> <br /> <div id="q1"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|class=question-image|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|class=question-image|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <div id="q3"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|class=question-image|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <div id="q4"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|class=question-image|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <div id="q5"></div><br /> <div style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|class=question-image|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div><br /> <br /> </div></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1409 MediaWiki:Common.css 2025-04-17T00:59:18Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images .question-img-file img {<br /> max-width: 100%;<br /> width: auto;<br /> height: auto;<br /> display: block;<br /> margin-left: auto;<br /> margin-right: auto;<br /> }<br /> <br /> @media (min-width: 701px) {<br /> #question-images .question-img-file img {<br /> max-width: 650px;<br /> }<br /> }</div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1408 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T00:58:57Z

<p>Conrad: </p> <hr /> <div><div id="question-images"><br /> <br /> <div id="q1"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <div id="q3"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <div id="q4"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <div id="q5"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|class=question-img-file|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div><br /> <br /> </div></div>

Conrad https://nyssls.info/index.php?title=MediaWiki:Common.css&diff=1407 MediaWiki:Common.css 2025-04-17T00:57:28Z

<p>Conrad: </p> <hr /> <div>/* CSS placed here will be applied to all skins */<br /> <br /> @import "override.css";<br /> <br /> #question-images .question-img .mw-file-element {<br /> max-width: 650px;<br /> width: 100% !important;<br /> height: auto !important;<br /> display: block;<br /> margin: 0 auto;<br /> }</div>

Conrad https://nyssls.info/index.php?title=Questions:Smartphone_Chemistry_Sample_Cluster&diff=1406 Questions:Smartphone Chemistry Sample Cluster 2025-04-17T00:56:59Z

<p>Conrad: </p> <hr /> <div><div id="question-images"><br /> <br /> <div id="q1"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q1.png|frameless|link=|alt=Smartphone Chemistry Cluster Question 1]]<br /> </div><br /> <br /> <div id="q2"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q2.png|frameless|link=|alt=Smartphone Chemistry Cluster Question 2]]<br /> </div><br /> <br /> <div id="q3"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q3.png|frameless|link=|alt=Smartphone Chemistry Cluster Question 3]]<br /> </div><br /> <br /> <div id="q4"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q4.png|frameless|link=|alt=Smartphone Chemistry Cluster Question 4]]<br /> </div><br /> <br /> <div id="q5"></div><br /> <div class="question-img" style="text-align:center;"><br /> [[File:Smartphone cluster q5.png|frameless|link=|alt=Smartphone Chemistry Cluster Question 5]]<br /> </div><br /> <br /> </div></div>

Conrad