Difference between revisions of "Physics"
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| − | {{DISPLAYTITLE: | + | {{DISPLAYTITLE:NYS Regents Physics Learning Standards (2026-27)}} |
{| class="pe-ce-toggle" | {| class="pe-ce-toggle" | ||
| − | |[[Physics|{{#far:compass}} | + | |[[Physics|{{#far:compass}} Learning standards]] |
| − | |[[Physics | + | |[[Physics question clusters|{{#far:circle-question}} Exam questions]] |
| + | |[[Physics questions by performance level|{{#far:chart-bar}} PLDs <span class="toggle-new">New</span>]] | ||
| + | |[[Physics Glossary|{{#far:bookmark}} Glossary]] | ||
|} | |} | ||
| − | The performance expectations are | + | The New York State Science Learning Standards (NYSSLS) for Physics are made up of '''23 performance expectations'''. They are assessed on the Regents Examination in Physical Science: Physics, which was first given in June 2026. Each standard below has its own page with its vocabulary from the [[Physics Glossary]], its performance level descriptions and any released [[Physics question clusters|Physics Regents cluster questions]] that assess it. The [[Physics Test Blueprint|Physics test blueprint]] shows how the exam is put together. |
| − | == HS. Structure and Properties of Matter == | + | The performance expectations are listed in the exact order they appear on the [https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/physics.pdf physics course map]. However, the NYSSLS 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 <span class="sec-count" data-count="1"></span> == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS1-8]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS1-8]]</span> <span class="sp-desc">Nuclear Processes</span></span><br> |
<span class="pe-statement">Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.</span> | <span class="pe-statement">Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma radioactive decays.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma radioactive decays.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS1-8| | + | <span class="sp-read-more'>[[HS-PS1-8|HS-PS1-8: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
<br> | <br> | ||
| − | == HS. Forces and Interactions == | + | == HS. Forces and Interactions <span class="sec-count" data-count="5"></span> == |
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS2-1]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS2-1]]</span> <span class="sp-desc">Newton's Laws</span></span><br> |
<span class="pe-statement">Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical | <span class="pe-statement">Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical | ||
relationship among the net force on a macroscopic object, its mass, and its acceleration.</span> | relationship among the net force on a macroscopic object, its mass, and its acceleration.</span> | ||
| Line 25: | Line 29: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of data could include tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding down a ramp, an object being acted on by friction, a moving object being pulled by a constant force, projectile motion, or an object moving in a circular motion), for objects in equilibrium (Newton’s First Law), or for forces describing the interaction between two objects (Newton’s Third Law).</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of data could include tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding down a ramp, an object being acted on by friction, a moving object being pulled by a constant force, projectile motion, or an object moving in a circular motion), for objects in equilibrium (Newton’s First Law), or for forces describing the interaction between two objects (Newton’s Third Law).</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS2-1| | + | <span class="sp-read-more'>[[HS-PS2-1|HS-PS2-1: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS2-2]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS2-2]]</span> <span class="sp-desc">Conservation of Momentum</span></span><br> |
<span class="pe-statement">Use mathematical representations to support the claim that the total momentum of a system of objects is | <span class="pe-statement">Use mathematical representations to support the claim that the total momentum of a system of objects is | ||
conserved when there is no net force on the system.</span> | conserved when there is no net force on the system.</span> | ||
| Line 36: | Line 40: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems of two macroscopic bodies moving in one dimension.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems of two macroscopic bodies moving in one dimension.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS2-2| | + | <span class="sp-read-more'>[[HS-PS2-2|HS-PS2-2: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS2-3]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS2-3]]</span> <span class="sp-desc">Design for Collision Safety</span></span><br> |
<span class="pe-statement">Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.</span> | <span class="pe-statement">Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to qualitative evaluations and/or algebraic manipulations.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to qualitative evaluations and/or algebraic manipulations.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS2-3| | + | <span class="sp-read-more'>[[HS-PS2-3|HS-PS2-3: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS2-4]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS2-4]]</span> <span class="sp-desc">Gravitational and Electrostatic Forces</span></span><br> |
<span class="pe-statement">Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict | <span class="pe-statement">Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict | ||
the gravitational and electrostatic forces between objects.</span> | the gravitational and electrostatic forces between objects.</span> | ||
| Line 58: | Line 62: | ||
conceptual descriptions of gravitational and electric fields.</span><br><br> | conceptual descriptions of gravitational and electric fields.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems with two objects.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems with two objects.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS2-4| | + | <span class="sp-read-more'>[[HS-PS2-4|HS-PS2-4: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS2-5]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS2-5]]</span> <span class="sp-desc">Electromagnetism</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field | <span class="pe-statement">Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field | ||
and that a changing magnetic field can produce an electric current.</span> | and that a changing magnetic field can produce an electric current.</span> | ||
| Line 69: | Line 73: | ||
<span class="sp-cllpsd"> | <span class="sp-cllpsd"> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to designing and conducting investigations with provided materials and tools.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to designing and conducting investigations with provided materials and tools.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS2-5| | + | <span class="sp-read-more'>[[HS-PS2-5|HS-PS2-5: vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
<br> | <br> | ||
| − | == HS. Energy == | + | == HS. Energy <span class="sec-count" data-count="6"></span> == |
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-1]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS3-1]]</span> <span class="sp-desc">Energy Conservation</span></span><br> |
<span class="pe-statement">Create a computational model to calculate the change in the energy of one component in a system when | <span class="pe-statement">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.</span> | the change in energy of the other component(s) and energy flows in and out of the system are known.</span> | ||
| Line 81: | Line 85: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' 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.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' 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.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS3-1| | + | <span class="sp-read-more'>[[HS-PS3-1|HS-PS3-1: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-2]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS3-2]]</span> <span class="sp-desc">Kinetic and Potential Energy</span></span><br> |
<span class="pe-statement">Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the | <span class="pe-statement">Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the | ||
relative position of particles (objects).</span> | relative position of particles (objects).</span> | ||
| Line 92: | Line 96: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically- charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically- charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.</span><br><br> | ||
</span> | </span> | ||
| − | <span class="sp-read-more'>[[HS-PS3-2| | + | <span class="sp-read-more'>[[HS-PS3-2|HS-PS3-2: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-3]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS3-3]]</span> <span class="sp-desc">Energy Conversion Devices</span></span><br> |
<span class="pe-statement">Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.</span> | <span class="pe-statement">Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, sound level or light meters, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, sound level or light meters, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS3-3| | + | <span class="sp-read-more'>[[HS-PS3-3|HS-PS3-3: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-4]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS3-4]]</span> <span class="sp-desc">Thermal Energy and Heat</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy | <span class="pe-statement">Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy | ||
distribution among the components in the system (second law of thermodynamics).</span> | distribution among the components in the system (second law of thermodynamics).</span> | ||
| Line 113: | Line 117: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to investigations based on materials and tools provided to students.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to investigations based on materials and tools provided to students.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS3-4| | + | <span class="sp-read-more'>[[HS-PS3-4|HS-PS3-4: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-5]]</span> | + | <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 | <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> | forces between objects and the changes in energy of the objects due to the interaction.</span> | ||
| Line 124: | Line 128: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems containing two objects.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to systems containing two objects.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS3-5| | + | <span class="sp-read-more'>[[HS-PS3-5|HS-PS3-5: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS3-6]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS3-6]]</span> <span class="sp-desc">Ohm's Law and Circuits</span></span><br> |
<span class="pe-statement">Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.</span> | <span class="pe-statement">Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to direct current (DC) circuits.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to direct current (DC) circuits.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS3-6| | + | <span class="sp-read-more'>[[HS-PS3-6|HS-PS3-6: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
<br> | <br> | ||
| − | == HS. Waves and Electromagnetic Radiation == | + | == HS. Waves and Electromagnetic Radiation <span class="sec-count" data-count="6"></span> == |
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-1]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS4-1]]</span> <span class="sp-desc">Wave Properties</span></span><br> |
<span class="pe-statement">Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in | <span class="pe-statement">Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in | ||
various media.</span> | various media.</span> | ||
| Line 146: | Line 150: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth, and direction of waves due to reflection and refraction.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth, and direction of waves due to reflection and refraction.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to algebraic relationships and describing those relationships qualitatively.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to algebraic relationships and describing those relationships qualitatively.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS4-1| | + | <span class="sp-read-more'>[[HS-PS4-1|HS-PS4-1: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-2]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS4-2]]</span> <span class="sp-desc">Digital Transmission of Information</span></span><br> |
<span class="pe-statement">Evaluate questions about the advantages of using a digital transmission and storage of information.</span> | <span class="pe-statement">Evaluate questions about the advantages of using a digital transmission and storage of information.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.</span><br><br> | ||
</span> | </span> | ||
| − | <span class="sp-read-more'>[[HS-PS4-2| | + | <span class="sp-read-more'>[[HS-PS4-2|HS-PS4-2: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-3]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS4-3]]</span> <span class="sp-desc">Wave-Particle Duality</span></span><br> |
<span class="pe-statement">Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one | <span class="pe-statement">Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one | ||
model is more useful than the other.</span> | model is more useful than the other.</span> | ||
| Line 167: | Line 171: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment of the photoelectric effect is limited to qualitative descriptions.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment of the photoelectric effect is limited to qualitative descriptions.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS4-3| | + | <span class="sp-read-more'>[[HS-PS4-3|HS-PS4-3: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-4]]</span> | + | <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 | <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> | frequencies of electromagnetic radiation have when absorbed by matter.</span> | ||
| Line 178: | Line 182: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' 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.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' 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.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to qualitative descriptions.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to qualitative descriptions.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS- | + | <span class="sp-read-more'>[[HS-PS4-4|HS-PS4-4: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
----<div class="sp-pe mw-collapsible mw-collapsed"> | ----<div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-5]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS4-5]]</span> <span class="sp-desc">Waves and Technology</span></span><br> |
<span class="pe-statement">Communicate technical information about how some technological devices use the principles of wave | <span class="pe-statement">Communicate technical information about how some technological devices use the principles of wave | ||
behavior and wave interactions with matter to transmit and capture information and energy.</span> | behavior and wave interactions with matter to transmit and capture information and energy.</span> | ||
| Line 188: | Line 192: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications technology.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications technology.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessments are limited to qualitative information. Assessments do not include band theory.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessments are limited to qualitative information. Assessments do not include band theory.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS4-5| | + | <span class="sp-read-more'>[[HS-PS4-5|HS-PS4-5: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-PS4-6]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-PS4-6]]</span> <span class="sp-desc">Lenses and Mirrors</span></span><br> |
<span class="pe-statement">Use mathematical models to determine relationships among the size and location of images, size and | <span class="pe-statement">Use mathematical models to determine relationships among the size and location of images, size and | ||
location of objects, and focal lengths of lenses and mirrors.</span> | location of objects, and focal lengths of lenses and mirrors.</span> | ||
| Line 199: | Line 203: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis should be on analyzing ray diagrams to determine image size and location.</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis should be on analyzing ray diagrams to determine image size and location.</span><br><br> | ||
<span class="sp-ab">'''Assessment boundary:''' Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.</span></span><br><br> | <span class="sp-ab">'''Assessment boundary:''' Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.</span></span><br><br> | ||
| − | <span class="sp-read-more'>[[HS-PS4-6| | + | <span class="sp-read-more'>[[HS-PS4-6|HS-PS4-6: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
<br> | <br> | ||
| − | == HS. Space Systems == | + | == HS. Space Systems <span class="sec-count" data-count="1"></span> == |
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-ESS1-2]]</span> | + | <span class="pe-head"><span class="sp-standard">[[HS-ESS1-2]]</span> <span class="sp-desc">Big Bang Theory</span></span><br> |
<span class="pe-statement">Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, | <span class="pe-statement">Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, | ||
motion of distant galaxies, and composition of matter in the universe.</span> | motion of distant galaxies, and composition of matter in the universe.</span> | ||
| Line 211: | Line 215: | ||
<span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).</span><br><br> | <span class="sp-cllpsd"><span class="sp-cs">'''Clarification statement:''' Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).</span><br><br> | ||
</span> | </span> | ||
| − | <span class="sp-read-more'>[[HS-ESS1-2| | + | <span class="sp-read-more'>[[HS-ESS1-2|HS-ESS1-2: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
<br> | <br> | ||
| − | == HS. Engineering Design == | + | == HS. Engineering Design <span class="sec-count" data-count="4"></span> == |
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-1]]</span><span class="sp-desc"></span></span><br> | + | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-1]]</span> <span class="sp-desc">Analyzing Global Challenges</span></span><br> |
<span class="pe-statement">Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.</span> | <span class="pe-statement">Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"></span> | <span class="sp-cllpsd"></span> | ||
| − | <span class="sp-read-more'>[[HS-ETS1-1| | + | <span class="sp-read-more'>[[HS-ETS1-1|HS-ETS1-1: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-2]]</span><span class="sp-desc"></span></span><br> | + | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-2]]</span> <span class="sp-desc">Breaking Down Complex Problems</span></span><br> |
<span class="pe-statement">Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.</span> | <span class="pe-statement">Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"></span> | <span class="sp-cllpsd"></span> | ||
| − | <span class="sp-read-more'>[[HS-ETS1-2| | + | <span class="sp-read-more'>[[HS-ETS1-2|HS-ETS1-2: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-3]]</span><span class="sp-desc"></span></span><br> | + | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-3]]</span> <span class="sp-desc">Evaluating Solutions and Trade-offs</span></span><br> |
<span class="pe-statement">Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.</span> | <span class="pe-statement">Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"></span> | <span class="sp-cllpsd"></span> | ||
| − | <span class="sp-read-more'>[[HS-ETS1-3| | + | <span class="sp-read-more'>[[HS-ETS1-3|HS-ETS1-3: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-4]]</span><span class="sp-desc"></span></span><br> | + | <span class="pe-head"><span class="sp-standard">[[HS-ETS1-4]]</span> <span class="sp-desc">Modeling Solutions with Simulations</span></span><br> |
<span class="pe-statement">Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.</span> | <span class="pe-statement">Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
<span class="sp-cllpsd"></span> | <span class="sp-cllpsd"></span> | ||
| − | <span class="sp-read-more'>[[HS-ETS1-4| | + | <span class="sp-read-more'>[[HS-ETS1-4|HS-ETS1-4: questions, vocabulary and performance levels]]</span> |
</div> | </div> | ||
</div> | </div> | ||
| − | <metadesc> | + | <metadesc>All 23 NYS Physics learning standards (NYSSLS performance expectations) for the Physics Regents, with released Regents cluster questions, vocabulary and performance level descriptions.</metadesc> |
Latest revision as of 16:39, 26 October 2026
| Learning standards | Exam questions | PLDs New | Glossary |
The New York State Science Learning Standards (NYSSLS) for Physics are made up of 23 performance expectations. They are assessed on the Regents Examination in Physical Science: Physics, which was first given in June 2026. Each standard below has its own page with its vocabulary from the Physics Glossary, its performance level descriptions and any released Physics Regents cluster questions that assess it. The Physics test blueprint shows how the exam is put together.
The performance expectations are listed in the exact order they appear on the physics course map. However, the NYSSLS 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
HS-PS1-8 Nuclear Processes
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
Clarification statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.
Assessment boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma radioactive decays.
HS-PS1-8: questions, vocabulary and performance levels
HS. Forces and Interactions
HS-PS2-1 Newton's Laws
Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical
relationship among the net force on a macroscopic object, its mass, and its acceleration.
Clarification statement: Examples of data could include tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding down a ramp, an object being acted on by friction, a moving object being pulled by a constant force, projectile motion, or an object moving in a circular motion), for objects in equilibrium (Newton’s First Law), or for forces describing the interaction between two objects (Newton’s Third Law).
Assessment boundary: Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.
HS-PS2-1: questions, vocabulary and performance levels
HS-PS2-2 Conservation of Momentum
Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system.
Clarification statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.
Assessment boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.
HS-PS2-2: questions, vocabulary and performance levels
HS-PS2-3 Design for Collision Safety
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Clarification statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.
Assessment boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.
HS-PS2-3: questions, vocabulary and performance levels
HS-PS2-4 Gravitational and Electrostatic Forces
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict
the gravitational and electrostatic forces between objects.
Clarification statement: Emphasis is on both quantitative and
conceptual descriptions of gravitational and electric fields.
Assessment boundary: Assessment is limited to systems with two objects.
HS-PS2-4: questions, vocabulary and performance levels
HS-PS2-5 Electromagnetism
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field
and that a changing magnetic field can produce an electric current.
Assessment boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.
HS-PS2-5: vocabulary and performance levels
HS. Energy
HS-PS3-1 Energy Conservation
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.
Clarification statement: Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.
Assessment boundary: 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.
HS-PS3-1: questions, vocabulary and performance levels
HS-PS3-2 Kinetic and Potential Energy
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the
relative position of particles (objects).
Clarification statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically- charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
HS-PS3-2: questions, vocabulary and performance levels
HS-PS3-3 Energy Conversion Devices
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Clarification statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, sound level or light meters, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.
Assessment boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
HS-PS3-3: questions, vocabulary and performance levels
HS-PS3-4 Thermal Energy and Heat
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of thermodynamics).
Clarification statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
Assessment boundary: Assessment is limited to investigations based on materials and tools provided to students.
HS-PS3-4: questions, vocabulary and performance levels
HS-PS3-5 Forces and Fields
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.
Clarification statement: Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.
Assessment boundary: Assessment is limited to systems containing two objects.
HS-PS3-5: questions, vocabulary and performance levels
HS-PS3-6 Ohm's Law and Circuits
Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
Clarification statement: Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.
Assessment boundary: Assessment is limited to direct current (DC) circuits.
HS-PS3-6: questions, vocabulary and performance levels
HS. Waves and Electromagnetic Radiation
HS-PS4-1 Wave Properties
Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in
various media.
Clarification statement: Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth, and direction of waves due to reflection and refraction.
Assessment boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.
HS-PS4-1: questions, vocabulary and performance levels
HS-PS4-2 Digital Transmission of Information
Evaluate questions about the advantages of using a digital transmission and storage of information.
Clarification statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.
HS-PS4-2: questions, vocabulary and performance levels
HS-PS4-3 Wave-Particle Duality
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one
model is more useful than the other.
Clarification statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.
Assessment boundary: Assessment of the photoelectric effect is limited to qualitative descriptions.
HS-PS4-3: questions, vocabulary and performance levels
HS-PS4-4 Electromagnetic Radiation and Matter
Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.
Clarification statement: 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.
Assessment boundary: Assessment is limited to qualitative descriptions.
HS-PS4-4: questions, vocabulary and performance levels
HS-PS4-5 Waves and Technology
Communicate technical information about how some technological devices use the principles of wave
behavior and wave interactions with matter to transmit and capture information and energy.
Clarification statement: Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications technology.
Assessment boundary: Assessments are limited to qualitative information. Assessments do not include band theory.
HS-PS4-5: questions, vocabulary and performance levels
HS-PS4-6 Lenses and Mirrors
Use mathematical models to determine relationships among the size and location of images, size and
location of objects, and focal lengths of lenses and mirrors.
Clarification statement: Emphasis should be on analyzing ray diagrams to determine image size and location.
Assessment boundary: Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.
HS-PS4-6: questions, vocabulary and performance levels
HS. Space Systems
HS-ESS1-2 Big Bang Theory
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the universe.
Clarification statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).
HS-ESS1-2: questions, vocabulary and performance levels
HS. Engineering Design
HS-ETS1-1 Analyzing Global Challenges
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2 Breaking Down Complex Problems
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3 Evaluating Solutions and Trade-offs
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS-ETS1-4 Modeling Solutions with Simulations
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.