Chemistry - Revision history

Carolineleonard at 16:07, 12 June 2025

2025-06-12T16:07:48Z

Carolineleonard at 16:02, 12 June 2025

2025-06-12T16:02:34Z

Shirleyshameen at 18:46, 9 June 2025

2025-06-09T18:46:27Z

Shirleyshameen at 18:27, 6 June 2025

2025-06-06T18:27:09Z

Conradrichman at 17:57, 3 May 2025

2025-05-03T17:57:22Z

Conradrichman at 15:40, 2 May 2025

2025-05-02T15:40:02Z

Conradrichman at 16:21, 23 April 2025

2025-04-23T16:21:18Z

Conradrichman at 23:07, 22 April 2025

2025-04-22T23:07:50Z

Carolineleonard at 14:54, 21 April 2025

2025-04-21T14:54:37Z

Conradrichman at 15:43, 11 April 2025

2025-04-11T15:43:22Z

@@ Line 1: / Line 1: @@
-{{DISPLAYTITLE:NY Chemistry Learning Standards}}
+{{DISPLAYTITLE:NYS Chemistry Learning Standards}}
 {| class="pe-ce-toggle"
 |[[Chemistry|{{#far:compass}} Performance Expectations]]

@@ Line 1: / Line 1: @@
 {{DISPLAYTITLE:NY Chemistry Learning Standards}}
 {| class="pe-ce-toggle"
-|[[Chemistry|{{#far:compass}} Performance expectations]]
+|[[Chemistry|{{#far:compass}} Performance Expectations]]
-|[[Chemistry sample question clusters|{{#far:circle-question}} Sample questions]]
+|[[Chemistry question clusters|{{#far:circle-question}} Questions]]
-|[[Chemistry claims and evidence|{{#far:clipboard-list}} Claims and evidence]]
+|[[Chemistry claims and evidence|{{#far:clipboard-list}} Claims and Evidence]]
 |}
 The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the NYSSLS chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".

@@ Line 170: / Line 170: @@
 </div>
 </div>
 == HS. Matter and Energy in Organisms and Ecosystems ==
 <div class="sp-pe mw-collapsible mw-collapsed">

@@ Line 3: / Line 3: @@
 |[[Chemistry|{{#far:compass}} Performance expectations]]
 |[[Chemistry sample question clusters|{{#far:circle-question}} Sample questions]]
 |}
 The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the NYSSLS chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".

@@ Line 216: / Line 216: @@
 </div>
 </div>
-<metadesc>Explore the new NYS Chemistry learning standards. There are 21 performance expectations.</metadesc>
+<metadesc>Explore the new NYS Chemistry learning standards (NYSSLS). There are 21 performance expectations.</metadesc>

@@ Line 4: / Line 4: @@
 |[[Chemistry sample question clusters|{{#far:circle-question}} Sample questions]]
 |}
-The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
+The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the NYSSLS chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
 == HS. Structure and Properties of Matter ==

← Older revision		Revision as of 16:21, 23 April 2025
Line 1:		Line 1:
	{{DISPLAYTITLE:NY Chemistry Learning Standards}}		{{DISPLAYTITLE:NY Chemistry Learning Standards}}
		+	{\| class="pe-ce-toggle"
		+	\|[[Chemistry\|{{#far:compass}} Performance expectations]]
		+	\|[[Chemistry sample question clusters\|{{#far:circle-question}} Sample questions]]
		+	\|}
	The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".		The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/chemistry.pdf chemistry course map]. However, the chemistry course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".

@@ Line 4: / Line 4: @@
 == HS. Structure and Properties of Matter ==
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-1]]</span> | <span class="sp-desc">Periodic Table, Valence Electrons, Properties of Elements</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-1]]</span> | <span class="sp-desc">Periodic Table</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 14: / Line 14: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-3]]</span> | <span class="sp-desc">Intermolecular Forces and Bulk Scale Properties</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-3]]</span> | <span class="sp-desc">Intermolecular Forces</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 33: / Line 33: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-9]]</span> | <span class="sp-desc">Combined Gas Law</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-9]]</span> | <span class="sp-desc">Gas Behavior</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 53: / Line 53: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS2-6]]</span> | <span class="sp-desc">Molecular Level Structure of Designed Materials</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS2-6]]</span> | <span class="sp-desc">Structure and Function of Materials</span></span><br>
 <span class="pe-statement">Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 64: / Line 64: @@
 == HS. Chemical Reactions ==
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-2]]</span> | <span class="sp-desc">Simple Chemical Reactions</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-2]]</span> | <span class="sp-desc">Chemical Reactions</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 74: / Line 74: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-4]]</span> | <span class="sp-desc">Total Bond Energy Change in Chemical Reactions</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-4]]</span> | <span class="sp-desc">Energy and Chemical Reactions</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 84: / Line 84: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-5]]</span> | <span class="sp-desc">Collision Theory and Rates of Reaction</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-5]]</span> | <span class="sp-desc">Reaction Rates</span></span><br>
 <span class="pe-statement">Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 94: / Line 94: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-6]]</span> | <span class="sp-desc">Le Chatelier’s Principle</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-6]]</span> | <span class="sp-desc">Chemical Equilibrium</span></span><br>
 <span class="pe-statement">Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 104: / Line 104: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS1-7]]</span> | <span class="sp-desc">Conservation of Atoms in Chemical Reactions</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS1-7]]</span> | <span class="sp-desc">Conservation of Mass</span></span><br>
 <span class="pe-statement">Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 145: / Line 145: @@
 ----
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS3-5]]</span> | <span class="sp-desc">Forces and Energetics of Interacting Particles</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS3-5]]</span> | <span class="sp-desc">Forces and Fields</span></span><br>
 <span class="pe-statement">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.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">
@@ Line 157: / Line 157: @@
 == HS. Waves and Electromagnetic Radiation ==
 <div class="sp-pe mw-collapsible mw-collapsed">
-<span class="pe-head"><span class="sp-standard">[[HS-PS4-4]]</span> | <span class="sp-desc">Absorption of Electromagnetic Radiation</span></span><br>
+<span class="pe-head"><span class="sp-standard">[[HS-PS4-4]]</span> | <span class="sp-desc">Electromagnetic Radiation and Matter</span></span><br>
 <span class="pe-statement">Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.</span>
 <div class="sp-pe-collapsed mw-collapsible-content">

← Older revision		Revision as of 15:43, 11 April 2025
Line 212:		Line 212:
	</div>		</div>
	</div>		</div>
		+	<metadesc>Explore the new NYS Chemistry learning standards. There are 21 performance expectations.</metadesc>