Difference between revisions of "HS-PS1-2"
From NY Science Standards Wiki
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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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{{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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Revision as of 13:39, 2 April 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.
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.
This section could be expanded upon. You can help out by adding to this section.
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