Difference between revisions of "HS-ESS1-3"
From NY Science Standards Wiki
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| − | | SEP1 = Obtaining, | + | | SEP1 = Obtaining, Evaluating, and Communicating Information |
| − | | DCI1 = The | + | * Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). |
| − | + | | DCI1 = ESS1.A: The Universe and Its Stars | |
| − | | CC1 = Energy and | + | * The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. |
| + | * Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. | ||
| + | | CC1 = Energy and Matter | ||
| + | * In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. | ||
}} | }} | ||
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Latest revision as of 10:30, 10 May 2025
Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Clarification statement: Emphasis is on how nucleosynthesis varies as a function of the mass of a star and the stage of its lifetime.
Assessment boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
Synthesize valid and reliable scientific information in order to communicate scientific ideas in multiple formats (i.e. orally, graphically, textually, or mathematically) about the way stars, over their life cycles, produce elements.
Communicate scientific ideas about the way stars, over their life cycles, produce elements.
Describe or identify one scientific idea from a source about how stars, over their life cycles, produce different elements depending on their masses or their life cycle.
Identify the given scientific idea that describes how different elements are produced by different types of stars over their life cycle.
Given a scientific idea, identify the claim, from those provided, that describes how stars form elements over their life cycle.
Resources
Relevant reference tables:
Assessment
What assessment of HS-ESS1-3 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ESS1-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Obtaining, Evaluating, and Communicating Information
- Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
Disciplinary Core Ideas
- ESS1.A: The Universe and Its Stars
- The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
- Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
Crosscutting Concepts
- Energy and Matter
- In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
Page contributors: Conrad Richman, Caroline Leonard