Difference between revisions of "HS-PS1-9"
From NY Science Standards Wiki
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first)) |
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources) |
||
| Line 7: | Line 7: | ||
}} | }} | ||
{{NYSEDspecific}} | {{NYSEDspecific}} | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
== {{Assessmentheading}} == | == {{Assessmentheading}} == | ||
| Line 45: | Line 31: | ||
|} | |} | ||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas | ||
| + | | Level4 = 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. | ||
| + | | Level3 = Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant. | ||
| + | | Level2 = Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant. | ||
| + | | Level1 = Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant. | ||
| + | }} | ||
| + | |||
| + | == {{Resourcesheading}} == | ||
| + | {{resourcesmessage}} | ||
| + | |||
| + | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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.
☐
Level 1: Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.
☐
Level 2: Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant.
☐
Level 3: Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.
☐
Level 4: 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.
☐
Level 5: Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas
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:
Science and Engineering Practices
- 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.
Disciplinary Core Ideas
- 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.
Crosscutting Concepts
- Patterns
- Mathematical representations can be used to identify certain patterns.
Page contributors: Conrad Richman, Caroline Leonard