Difference between revisions of "HS-PS2-3"
From NY Science Standards Wiki
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| Level1 = Identify a device from those provided that reduces the force on a macroscopic object during an interaction, <b><u>or</b></u> identify an explanation from those provided for how a given device reduces the force on a macroscopic object. | | Level1 = Identify a device from those provided that reduces the force on a macroscopic object during an interaction, <b><u>or</b></u> identify an explanation from those provided for how a given device reduces the force on a macroscopic object. | ||
}} | }} | ||
| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Physics Glossary]] that come from this standard or from the released exam questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * algebraic representation | ||
| + | * cause and effect | ||
| + | * change in momentum | ||
| + | * change in velocity | ||
| + | * collision | ||
| + | * constraints | ||
| + | * criteria | ||
| + | * design problem | ||
| + | * design solution | ||
| + | * device | ||
| + | * engineering | ||
| + | * football helmet | ||
| + | * force | ||
| + | * force of impact | ||
| + | * interaction | ||
| + | * macroscopic object | ||
| + | * mechanism | ||
| + | * momentum | ||
| + | * object | ||
| + | * parachute | ||
| + | * qualitative | ||
| + | * solution | ||
| + | * system | ||
| + | * total momentum | ||
| + | * trade-offs | ||
| + | * unanticipated effects | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Motorcycle Helmets#q3|acceleration]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|average force]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|comes to rest]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|impact]] – June 2026, [[Questions:Sampler World Record Jumps#q5|Sample 2025]] | ||
| + | * [[Questions:Motorcycle Helmets#q3|magnitude]] – June 2026, [[Questions:Sampler World Record Jumps#q5|Sample 2025]] | ||
| + | * [[Questions:Motorcycle Helmets#q6|mass]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|mathematical representation]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|maximum acceleration]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|speed at impact]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q6|support (a claim)]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|test dummy]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|time interval]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|trial]] – June 2026 | ||
| + | * [[Questions:Motorcycle Helmets#q3|trials]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * impulse – implied by "affects the force, time, change in momentum, and/or change in velocity" | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 19:43, 27 September 2026
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.
Assessment
What assessment of HS-PS2-3 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | Motorcycle Helmets | Question 17 |
| Motorcycle Helmets | Question 20 | |
| Sample clusters (Spring 2025) | World Record Jumps | Question 5 |
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: Identify a device from those provided that reduces the force on a macroscopic object during an interaction, or identify an explanation from those provided for how a given device reduces the force on a macroscopic object.
☐
Level 2: Use an algebraic representation to describe how a given device affects the force, time, change in momentum, and/or change in velocity of a macroscopic object during an interaction.
☐
Level 3: Apply scientific and engineering ideas to design a device that reduces the
force on a macroscopic object during a collision and explain how this device reduces the force, or given the design of a device that minimizes the force on a macroscopic object, apply scientific and engineering ideas to describe how this device can be refined to reduce this force, or given data for a mechanism designed to minimize the force on a macroscopic object, evaluate the effectiveness of the mechanism based upon given constraints.
☐
Level 4: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
☐
Level 5: Apply scientific and engineering ideas to design and build a device that minimizes the force on a macroscopic object during a collision and analyze the forces acting on the object during the collision, and use this analysis to refine the divide to further minimize the force of impact during the collision.
Vocabulary
Terms from the Physics Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- algebraic representation
- cause and effect
- change in momentum
- change in velocity
- collision
- constraints
- criteria
- design problem
- design solution
- device
- engineering
- football helmet
- force
- force of impact
- interaction
- macroscopic object
- mechanism
- momentum
- object
- parachute
- qualitative
- solution
- system
- total momentum
- trade-offs
- unanticipated effects
From released exam questions
- acceleration – June 2026
- average force – June 2026
- comes to rest – June 2026
- impact – June 2026, Sample 2025
- magnitude – June 2026, Sample 2025
- mass – June 2026
- mathematical representation – June 2026
- maximum acceleration – June 2026
- speed at impact – June 2026
- support (a claim) – June 2026
- test dummy – June 2026
- time interval – June 2026
- trial – June 2026
- trials – June 2026
Implied by this standard
- impulse – implied by "affects the force, time, change in momentum, and/or change in velocity"
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS2-3.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS2-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
Disciplinary Core Ideas
- PS2.A: Forces and Motion
- If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
- ETS1.C: Optimizing the Design Solution
- Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
Crosscutting Concepts
- Cause and Effect
- Systems can designed to cause a desired effect.
Page contributors: Caroline Leonard, Conrad Richman