Difference between revisions of "HS-PS1-2"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-PS1-2 {{!}} Chemical Reactions}} | ||
| + | {{Navlinks|HS-PS2-6|HS-PS1-4|← HS-PS2-6|HS-PS1-4 →}} | ||
{{learningstandard | {{learningstandard | ||
| − | | 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 | + | | 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. |
| − | chemical properties. | ||
| cs = Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. | | cs = Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. | ||
| ab = Assessment is limited to chemical reactions involving main group elements and combustion reactions. | | ab = Assessment is limited to chemical reactions involving main group elements and combustion reactions. | ||
| + | }} | ||
| + | <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> | ||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | 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. | ||
}} | }} | ||
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{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | * [[Questions:PSC Evaluating Gas Stoves#q1|Evaluating Gas Stoves Q1]] | |
| + | |||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Constructing Explanations and Computational Thinking |
| − | | DCI1 = | + | * 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. |
| − | | CC1 = | + | | DCI1 = PS1.A: Structure and Properties of Matter |
| + | * 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. | ||
| + | |DCI2 = PS1.B: Chemical Reactions | ||
| + | * 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. | ||
| + | | 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. | ||
}} | }} | ||
| + | |||
| + | |||
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== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
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{{Connections | {{Connections | ||
| − | | SCI1 = | + | | SCI1 = HS.ESS2.C |
| − | | LANG1 = | + | | SCI2 = MS.PS1.A |
| − | | MATH1 = | + | | SCI3 = HS.PS1.B |
| + | | LANG1 = 9-10.WHST.2: Write informative/explanatory text focused on discipline-specific content. | ||
| + | | LANG2 = 11-12.WHST.2: Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the respective discipline. | ||
| + | | 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. | ||
}} | }} | ||
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| TOPIC = HS. Chemical Reactions | | TOPIC = HS. Chemical Reactions | ||
}} | }} | ||
| + | <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> | ||
Latest revision as of 14:48, 13 May 2025
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.
Clarification statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.
Assessment boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.
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.
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.
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.
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.
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.
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-PS1-2 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-PS1-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Computational Thinking
- 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.
Disciplinary Core Ideas
- PS1.A: Structure and Properties of Matter
- 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.
- PS1.B: Chemical Reactions
- 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.
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.
Page contributors: Caroline Leonard, Conrad Richman