Difference between revisions of "HS-PS1-9"
From NY Science Standards Wiki
(Add Vocabulary section (terms from the standard, from released chemistry exam questions, and implied), matching HS-PS1-1) |
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{{Navlinks|HS-PS1-8|HS-PS1-10|← HS-PS1-8|HS-PS1-10 →}} | {{Navlinks|HS-PS1-8|HS-PS1-10|← HS-PS1-8|HS-PS1-10 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Gas Behavior | ||
| ls = 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. | | ls = 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. | ||
| cs = 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. | | cs = 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. | ||
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! style="padding: 0.5em 1.5em;" | Question | ! style="padding: 0.5em 1.5em;" | Question | ||
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| − | | rowspan="2" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | + | | rowspan="2" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026 Chemistry Regents]] |
| style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]] | | style="background-color:white;" | [[Questions:Parade of Balloons|Parade of Balloons]] | ||
| style="background-color:white;" | [[Questions:Parade of Balloons#q3|Question 41]] | | style="background-color:white;" | [[Questions:Parade of Balloons#q3|Question 41]] | ||
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| style="background-color:white;" | [[Questions:Parade of Balloons#q4|Question 42]] | | 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]] | + | | rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026 Chemistry Regents]] |
| style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | | style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | ||
| style="background-color:white;" | [[Questions:Balloon Arches#q1|Question 23]] | | style="background-color:white;" | [[Questions:Balloon Arches#q1|Question 23]] | ||
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== Vocabulary == | == Vocabulary == | ||
Terms from the [[Chemistry Glossary]] that come from this standard or from the released exam questions that assess it. | Terms from the [[Chemistry Glossary]] that come from this standard or from the released exam questions that assess it. | ||
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* [[Questions:Balloon Arches#q1|substance]] – June 2026 | * [[Questions:Balloon Arches#q1|substance]] – June 2026 | ||
</div> | </div> | ||
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| + | {{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. | ||
| + | | Example3 = <span class="pld-chip pld-chip-chem">[[Questions:Parade of Balloons#q3|Aug 2026 · Q41]]</span> | ||
| + | | 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. | ||
| + | | Example2 = <span class="pld-chip pld-chip-chem">[[Questions:Parade of Balloons#q4|Aug 2026 · Q42]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Balloon Arches#q4|June 2026 · Q26]]</span> | ||
| + | | 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. | ||
| + | | Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Balloon Arches#q1|June 2026 · Q23]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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| TOPIC = HS. Structure and Properties of Matter | | TOPIC = HS. Structure and Properties of Matter | ||
}} | }} | ||
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Latest revision as of 09:44, 18 October 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.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-PS1-9 are listed here by exam and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| August 2026 Chemistry Regents | Parade of Balloons | Question 41 |
| Parade of Balloons | Question 42 | |
| June 2026 Chemistry Regents | Balloon Arches | Question 23 |
| Balloon Arches | Question 26 |
Vocabulary
Terms from the Chemistry Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- Boyle’s Law
- claim
- combined gas law
- design solution
- evidence
- gas
- high temperature
- ideal gas
- investigation
- low pressure
- mathematical representation
- matter
- molar quantity
- pressure
- properties
- real gas
- standard temperature and pressure (STP)
- temperature
- variable
- volume
From released exam questions
Performance Level Descriptions
Every Regents exam question on HS-PS1-9 is written to match one of the performance level descriptions (PLDs) below.
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. June 2026 · Q23
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. Aug 2026 · Q42 June 2026 · Q26
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. Aug 2026 · Q41
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