Difference between revisions of "HS-PS1-9"
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| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
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| + | | rowspan="2" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]] | ||
| + | | style="background-color:white;" | [[Questions:Parade of Balloons#q3|Question 41]] | ||
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| + | | style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]] | ||
| + | | style="background-color:white;" | [[Questions:Parade of Balloons#q4|Question 42]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches#q1|Question 23]] | ||
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| + | | style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches#q4|Question 26]] | ||
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Latest revision as of 22:36, 20 September 2026
Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
Clarification statement: Real gases may be included at conditions near STP. The relationships of the variables in the combined gas law may be described both qualitatively and quantitatively.
Assessment boundary: Assessment is limited to the relationships among the variables of the combined gas law, not the gas law names, i.e. Boyle’s Law.
Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.
Assessment
What assessment of HS-PS1-9 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| August 2026 | Parade of Balloons | Question 41 |
| Parade of Balloons | Question 42 | |
| June 2026 | Balloon Arches | Question 23 |
| Balloon Arches | Question 26 |
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-9.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS1-9 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Analyzing and Interpreting Data
- Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
- PS1.A: Structure and Properties of Matter
- (NYSED) The concept of an ideal gas is a model to explain behavior of gases. A real gas is most like an ideal gas when the real gas is at low pressure and high temperature.
- Patterns
- Mathematical representations can be used to identify certain patterns.