Difference between revisions of "HS-PS3-5"
From NY Science Standards Wiki
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| Level1 = Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction. | | Level1 = Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction. | ||
}} | }} | ||
| + | == Vocabulary == | ||
| + | Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]. | ||
| + | |||
| + | '''<big>Chemistry</big>''' | ||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * algebraic expression | ||
| + | * atomic structure | ||
| + | * binding energy | ||
| + | * bond formation | ||
| + | * charge | ||
| + | * component (of a system) | ||
| + | * electric field | ||
| + | * energy | ||
| + | * evidence | ||
| + | * field energy | ||
| + | * force | ||
| + | * intermolecular forces | ||
| + | * magnetic field | ||
| + | * non-ideal gas behavior | ||
| + | * opposite polarity | ||
| + | * polarity | ||
| + | * subatomic particle | ||
| + | * system | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Equilibria in the Blood#q2|atom]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|attractive force]] – Aug 2026 | ||
| + | * [[Questions:Equilibria in the Blood#q2|gas]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|heat of solution (ΔH)]] – Aug 2026 | ||
| + | * [[Questions:Go With the Flow#q4|ion]] – Aug 2026 | ||
| + | * [[Questions:Equilibria in the Blood#q2|Lewis electron-dot diagram]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|molecule]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]] | ||
| + | * [[Questions:Indoor Air Pollution#q5|partial charge (δ+, δ−)]] – June 2026 | ||
| + | * [[Questions:Indoor Air Pollution#q5|solute]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|solution]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]] | ||
| + | * [[Questions:Indoor Air Pollution#q5|solvent]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * structural formula – drawn but not named in [[Questions:Chip Bag: PFAS vs PLA Plastics#q1|June 2026 Chip Bag]] Figure 1 and the [[Questions:Equilibria in the Blood#q2|June 2026 Equilibria in the Blood]] rubric. | ||
| + | </div> | ||
| + | |||
| + | '''<big>Physics</big>''' | ||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * algebraic expression | ||
| + | * cause and effect | ||
| + | * change in energy | ||
| + | * charge | ||
| + | * charges of opposite polarity | ||
| + | * component of a system | ||
| + | * energy | ||
| + | * energy stored in the field | ||
| + | * evidence | ||
| + | * field | ||
| + | * force | ||
| + | * interaction | ||
| + | * limitations of a model | ||
| + | * magnetic field | ||
| + | * mechanism | ||
| + | * object | ||
| + | * polarity | ||
| + | * relative position | ||
| + | * scale (of a model) | ||
| + | * system | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Charged Drops#q3|electric field strength]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * electric potential energy – implied by "the energy stored in the field is changed" | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 19:43, 27 September 2026
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.
Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).
Assessment
What assessment of HS-PS3-5 might look like on a NY state exam.
Chemistry
| Exam | Cluster | Question |
|---|---|---|
| August 2026 | Go With the Flow | Question 21 |
| June 2026 | Equilibria in the Blood | Question 12 |
| Indoor Air Pollution | Question 50 |
Physics
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | Charged Drops | Question 48 |
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 a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction.
☐
Level 2: Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction.
☐
Level 3: Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction.
☐
Level 4: 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.
☐
Level 5: Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.
Vocabulary
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the Chemistry Glossary; Physics terms are from the Physics Glossary.
Chemistry
From this standard
- algebraic expression
- atomic structure
- binding energy
- bond formation
- charge
- component (of a system)
- electric field
- energy
- evidence
- field energy
- force
- intermolecular forces
- magnetic field
- non-ideal gas behavior
- opposite polarity
- polarity
- subatomic particle
- system
From released exam questions
- atom – June 2026
- attractive force – Aug 2026
- gas – June 2026
- heat of solution (ΔH) – Aug 2026
- ion – Aug 2026
- Lewis electron-dot diagram – June 2026
- molecule – Aug 2026, June 2026
- partial charge (δ+, δ−) – June 2026
- solute – June 2026
- solution – Aug 2026, June 2026
- solvent – June 2026
Implied by this standard
- structural formula – drawn but not named in June 2026 Chip Bag Figure 1 and the June 2026 Equilibria in the Blood rubric.
Physics
From this standard
- algebraic expression
- cause and effect
- change in energy
- charge
- charges of opposite polarity
- component of a system
- energy
- energy stored in the field
- evidence
- field
- force
- interaction
- limitations of a model
- magnetic field
- mechanism
- object
- polarity
- relative position
- scale (of a model)
- system
From released exam questions
- electric field strength – June 2026
Implied by this standard
- electric potential energy – implied by "the energy stored in the field is changed"
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
- PS3.C: Relationship Between Energy and Forces
- When two objects interacting through a field change relative position, the energy stored in the field is changed.
Crosscutting Concepts
- Cause and Effect
- Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Page contributors: Conrad Richman, Caroline Leonard