Difference between revisions of "HS-PS1-3"
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| + | {{DISPLAYTITLE:HS-PS1-3 {{!}} Intermolecular Forces}} | ||
| + | {{Navlinks|HS-PS1-1|HS-PS1-8|← HS-PS1-1|HS-PS1-8 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk | | ls = 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. | scale to infer the strength of electrical forces between particles. | ||
| 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.] | | 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.] | ||
| + | }} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
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{{assessmentmessage}} | {{assessmentmessage}} | ||
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = Planning and | + | | SEP1 = Planning and Carrying Out Investigations |
| − | | DCI1 = Structure and | + | * 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. |
| − | | DCI2 = Types of | + | | DCI1 = PS1.A: Structure and Properties of Matter |
| − | | CC1 = Patterns | + | * The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. |
| + | | DCI2 = PS2.B: 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. (secondary to HS-PS1-3) | ||
| + | | 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. | ||
}} | }} | ||
| + | == {{K12ProgressionHeading}} == | ||
| + | {{ProgressionMessage}} | ||
| + | {{ProgressionTable | ||
| + | | DCI = PS1.A: Structure and Properties of Matter | ||
| + | | P-2 = Different properties are suited to different purposes. | ||
| + | <br> A great variety of object scan be built up from a small set of pieces. | ||
| + | * [[2-PS1-3]]: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. | ||
| + | | 3-5 = Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) | ||
| + | * [[5-PS1-3]]: Made observation and measurements to identify materials based on their properties. | ||
| + | | MS = (NYSED) Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. | ||
| + | * [[MS-PS1-3]]: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | ||
| + | }} | ||
| + | <!-- | ||
== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
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| MATH1 = AI-N.Q.1: Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. | | MATH1 = AI-N.Q.1: Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. | ||
| MATH2 = AI-N.Q.3: Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. | | MATH2 = AI-N.Q.3: Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. | ||
| − | }} | + | }} |
| + | --> | ||
{{Pagecontributors}} | {{Pagecontributors}} | ||
{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[Chemistry]] | + | | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] |
| TOPIC = HS. Structure and Properties of Matter | | TOPIC = HS. Structure and Properties of Matter | ||
}} | }} | ||
| + | <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> | ||
Latest revision as of 14:36, 13 May 2025
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.
Clarification statement: 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.]
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.
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.
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.
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.
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.
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-3.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-PS1-3 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-PS1-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- 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.
Disciplinary Core Ideas
- PS1.A: Structure and Properties of Matter
- The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
- PS2.B: 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. (secondary to HS-PS1-3)
Crosscutting Concepts
- 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.
K-12 Progression
This alignment of standards between grade bands has been developed based on The NSTA Quick-Reference Guide to the NGSS, K-12. Standards are aligned based on their Disciplinary Core Ideas and can be used to understand what students should know from earlier classes.
This standard is related to the following standards from prior grade-level bands:
Disciplinary Core Idea
PS1.A: Structure and Properties of Matter
Different properties are suited to different purposes.
A great variety of object scan be built up from a small set of pieces.
- 2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)
- 5-PS1-3: Made observation and measurements to identify materials based on their properties.
(NYSED) Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
- MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Page contributors: Caroline Leonard, Conrad Richman