Difference between revisions of "HS-ESS1-4"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-ESS1-4 {{!}} Orbital Motion and Gravity}} | ||
| + | {{Navlinks|HS-ESS1-3|HS-ESS1-5|← HS-ESS1-3|HS-ESS1-5 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Use mathematical or computational representations to predict the motion of orbiting objects in the | | ls = Use mathematical or computational representations to predict the motion of orbiting objects in the | ||
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| cs = Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. | | cs = Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. | ||
| ab = Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. | | ab = Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. | ||
| + | }} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Use mathematical and computational analysis to predict the motions of orbiting bodies in the solar system and/or other parts of the universe. | ||
| + | | Level4 = Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. | ||
| + | | Level3 = Use a mathematical or a computational representation(s) to describe the motion of orbiting object(s) in the solar system. | ||
| + | | Level2 = Identify a correct mathematical or computational representation that describes and/or predicts the motion of orbiting object(s) in the solar system. | ||
| + | | Level1 = Using mathematical reasoning and given data, predict the motion of an orbiting object in the solar system. | ||
}} | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
| − | + | Relevant reference tables: [[Solar System Objects Data Table| Solar System Objects Data Table]] | |
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== {{Assessmentheading}} == | == {{Assessmentheading}} == | ||
{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | * [[Questions:ESS Effect of The Moon on Earth#q5|Effect of the Moon Q5]] | |
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Using Mathematical and Computational Thinking |
| − | | DCI1 = | + | * Use mathematical or computational representations of phenomena to describe explanations. |
| − | | CC1 = | + | | DCI1 = ESS1.B: Earth and the Solar System |
| + | * Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. | ||
| + | | CC1 = Scale, Proportion, and Quantity | ||
| + | * Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). | ||
| + | | CC2 = Interdependence of Science, Technology, and Engineering | ||
| + | * Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. | ||
}} | }} | ||
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== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
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| MATH1 = | | MATH1 = | ||
}} | }} | ||
| − | + | --> | |
{{Pagecontributors}} | {{Pagecontributors}} | ||
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| TOPIC = HS. Space Systems | | TOPIC = HS. Space Systems | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the | ||
| + | solar system.</metadesc> | ||
Latest revision as of 10:31, 10 May 2025
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Clarification statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.
Assessment boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.
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.
Use mathematical and computational analysis to predict the motions of orbiting bodies in the solar system and/or other parts of the universe.
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Use a mathematical or a computational representation(s) to describe the motion of orbiting object(s) in the solar system.
Identify a correct mathematical or computational representation that describes and/or predicts the motion of orbiting object(s) in the solar system.
Using mathematical reasoning and given data, predict the motion of an orbiting object in the solar system.
Resources
Relevant reference tables: Solar System Objects Data Table
Assessment
What assessment of HS-ESS1-4 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ESS1-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using Mathematical and Computational Thinking
- Use mathematical or computational representations of phenomena to describe explanations.
Disciplinary Core Ideas
- ESS1.B: Earth and the Solar System
- Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.
Crosscutting Concepts
- Scale, Proportion, and Quantity
- Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
- Interdependence of Science, Technology, and Engineering
- Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
Page contributors: Conrad Richman, Caroline Leonard