Difference between revisions of "HS-PS1-5"

From NY Science Standards Wiki
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{{DISPLAYTITLE:HS-PS1-5 {{!}} Reaction Rates}}
 
 
{{Navlinks|HS-PS1-4|HS-PS1-6|← HS-PS1-4|HS-PS1-6 →}}
 
{{Navlinks|HS-PS1-4|HS-PS1-6|← HS-PS1-4|HS-PS1-6 →}}
 
{{learningstandard
 
{{learningstandard
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| topic = Reaction Rates
 
| ls = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is
 
| ls = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is
 
affected when conditions are varied.
 
affected when conditions are varied.
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! style="padding: 0.5em 1.5em;" | Question
 
! style="padding: 0.5em 1.5em;" | Question
 
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|-
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| rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
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| rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026 Chemistry Regents]]
 
| style="background-color:white;" | [[Questions:Catalytic Converter in Cars|Catalytic Converter in Cars]]
 
| style="background-color:white;" | [[Questions:Catalytic Converter in Cars|Catalytic Converter in Cars]]
 
| style="background-color:white;" | [[Questions:Catalytic Converter in Cars#q1|Question 30]]
 
| style="background-color:white;" | [[Questions:Catalytic Converter in Cars#q1|Question 30]]
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| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q5|Question 48]]
 
| style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q5|Question 48]]
 
|-
 
|-
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| rowspan="5" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
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| rowspan="5" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026 Chemistry Regents]]
 
| style="background-color:white;" | [[Questions:Chemistry of Beverages|Chemistry of Beverages]]
 
| style="background-color:white;" | [[Questions:Chemistry of Beverages|Chemistry of Beverages]]
 
| style="background-color:white;" | [[Questions:Chemistry of Beverages#q2|Question 7]]
 
| style="background-color:white;" | [[Questions:Chemistry of Beverages#q2|Question 7]]
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{{PerformanceLevel}}
 
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{{PLTable
 
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| Level5 = Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied.
 
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| Level4 = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
 
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| Level3 = Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied.
 
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| Level2 = Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied.
 
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| Level1 = Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied.
 
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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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* activation energy – implied by "energy required to produce the change"
 
* activation energy – implied by "energy required to produce the change"
 
</div>
 
</div>
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 +
{{PerformanceLevel}}
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{{PLTable
 +
| Level5 = Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied.
 +
| Level4 = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
 +
| Example4 = <span class="pld-chip pld-chip-chem">[[Questions:Equilibria in the Blood#q1|June 2026 · Q11]]</span>
 +
| Level3 = Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied.
 +
| Example3 = <span class="pld-chip pld-chip-chem">[[Questions:Clock Reaction#q1|June 2026 · Q28]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Clock Reaction#q2|June 2026 · Q29]]</span>
 +
| Level2 = Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied.
 +
| Example2 = <span class="pld-chip pld-chip-chem">[[Questions:Catalytic Converter in Cars#q1|Aug 2026 · Q30]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Catalytic Converter in Cars#q4|Aug 2026 · Q33]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Get a Whiff of That!#q4|Aug 2026 · Q37]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Safe Transport of Drinking Water#q5|Aug 2026 · Q48]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Equilibria in the Blood#q3|June 2026 · Q13]]</span>
 +
| Level1 = Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied.
 +
| Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Chemistry of Beverages#q2|June 2026 · Q7]]</span>
 +
}}
  
 
== {{Resourcesheading}} ==
 
== {{Resourcesheading}} ==
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| TOPIC = HS. Chemical Reactions
 
| TOPIC = HS. Chemical Reactions
 
}}
 
}}
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<metadesc>NYS Standard HS-PS1-5: Apply scientific principles and evidence to explain how the rate of a physical or chemical change is
 
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affected when conditions are varied.</metadesc>
 

Latest revision as of 09:44, 18 October 2026

← HS-PS1-4
HS-PS1-6 →

Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.

Clarification statement: Explanations should be based on three variables in collision theory: number of collisions per unit time, particle orientation on collision, and energy required to produce the change. Conditions that affect these three variables include temperature, pressure, nature of reactants, concentrations of reactants, mixing, particle size, surface area, and addition of a catalyst.

Assessment boundary: Assessment is limited to simple reactions in which there are only two reactants and to specifying the change in only one condition at a time.

Regents Exam Questions

Released New York State Regents exam questions that assess HS-PS1-5 are listed here by exam and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
August 2026 Chemistry Regents Catalytic Converter in Cars Question 30
Catalytic Converter in Cars Question 33
Get a Whiff of That! Question 37
Safe Transport of Drinking Water Question 48
June 2026 Chemistry Regents Chemistry of Beverages Question 7
Equilibria in the Blood Question 11
Equilibria in the Blood Question 13
Clock Reaction Question 28
Clock Reaction Question 29

Vocabulary

Terms from the Chemistry Glossary that come from this standard or from the released exam questions that assess it.

From this standard
  • bond energy
  • catalyst
  • chemical change
  • chemical reaction
  • collision theory
  • concentration
  • design solution
  • energy
  • evidence
  • mixing
  • nature of reactants
  • number of collisions per unit time
  • particle
  • particle collision
  • particle orientation
  • particle size
  • phenomenon
  • physical change
  • pressure
  • rate of reaction
  • reactant
  • reaction
  • rearrangement of particles
  • substance
  • surface area
  • system
  • temperature
  • variable
From released exam questions
Implied by this standard
  • activation energy – implied by "energy required to produce the change"

Performance Level Descriptions

Every Regents exam question on HS-PS1-5 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied. June 2026 · Q7
Level 2: Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied. Aug 2026 · Q30 Aug 2026 · Q33 Aug 2026 · Q37 Aug 2026 · Q48 June 2026 · Q13
Level 3: Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied. June 2026 · Q28 June 2026 · Q29
Level 4: Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied. June 2026 · Q11
Level 5: Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-5.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-PS1-5 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 principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
Disciplinary Core Ideas
  • PS1.B: Chemical Reactions
    • (NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy.
Crosscutting Concepts
  • Patterns
    • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Page contributors: Conrad Richman, Caroline Leonard
Chemistry | HS. Chemical Reactions
Retrieved from "https://nyssls.info/index.php?title=HS-PS1-5&oldid=7097"

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