Difference between revisions of "HS-PS2-6"
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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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* metallic bond – implied by "electrically conductive materials are often made of metal" | * metallic bond – implied by "electrically conductive materials are often made of metal" | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product. | ||
| + | | Level4 = Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials. | ||
| + | | Level3 = Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s). | ||
| + | | Example3 = <span class="pld-chip pld-chip-chem">[[Questions:Safe Transport of Drinking Water#q3|Aug 2026 · Q46]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Chip Bag: PFAS vs PLA Plastics#q2|June 2026 · Q34]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Smartphone Chemistry Sample Cluster#q2|Sample · Smartphone Chemistry Q2]]</span> | ||
| + | | Level2 = Use information to describe how the particulate-level structure of designed material(s) supports its function. | ||
| + | | Example2 = <span class="pld-chip pld-chip-chem">[[Questions:The Great American Solar Eclipse#q4|Aug 2026 · Q13]]</span> <span class="pld-chip pld-chip-chem">[[Questions:All About Aluminum#q1|June 2026 · Q42]]</span> <span class="pld-chip pld-chip-chem">[[Questions:Chip Bag: PFAS vs PLA Plastics#q4|June 2026 · Q36]]</span> | ||
| + | | Level1 = Use information to identify a particulate-level structure or function of a designed material. | ||
| + | | Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Semiconductors#q4|Aug 2026 · Q17]]</span> <span class="pld-chip pld-chip-chem">[[Questions:The Accidental Development of Breathable, Waterproof Fabric#q3|June 2026 · Q17]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 11:27, 18 October 2026
Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
Clarification statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.
Assessment boundary: Assessment is limited to provided particulate structures of specific designed materials.
Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-PS2-6 are listed here by exam and question cluster. Each link opens the question with its answer key.
Vocabulary
Terms from the Chemistry Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- atom
- atomic scale
- attraction
- attractive force
- bulk scale
- component (of a system)
- contact force
- designed material
- electric charge
- electrical force
- electrically conductive material
- long-chained molecule
- matter
- metal
- optimize
- particulate-level structure
- properties
- receptor
- repulsion
- repulsive force
- structure and function
- system
- transformation
From released exam questions
- acidic – Aug 2026
- alloy – Aug 2026
- atomic radius – Aug 2026
- bond – Aug 2026, June 2026
- compound – June 2026
- conductivity – June 2026
- conductor – Sample 2025
- corrosion – June 2026
- cross-linking – June 2026
- crystal – Aug 2026
- density – June 2026
- ductility – June 2026
- electrical conductivity – June 2026
- electron – June 2026
- element – Aug 2026, June 2026
- energy – Aug 2026
- evidence – Aug 2026
- force – June 2026
- heat – Aug 2026
- inorganic – Aug 2026
- intermolecular forces – June 2026
- ion – Sample 2025
- ionization energy – Aug 2026
- malleability – June 2026
- mass – June 2026
- mobile electrons – June 2026
- molecule – Aug 2026, June 2026
- n-type and p-type semiconductors – Aug 2026
- organic – Aug 2026
- oxide – Aug 2026
- particle – Aug 2026
- physical property – June 2026
- polymer – June 2026
- radiation – Aug 2026
- semiconductor – Aug 2026
- valence shell – June 2026
- water vapor – June 2026
Implied by this standard
- metallic bond – implied by "electrically conductive materials are often made of metal"
Performance Level Descriptions
Every Regents exam question on HS-PS2-6 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Use information to identify a particulate-level structure or function of a designed material. Aug 2026 · Q17 June 2026 · Q17
Level 2: Use information to describe how the particulate-level structure of designed material(s) supports its function. Aug 2026 · Q13 June 2026 · Q42 June 2026 · Q36
Level 3: Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s). Aug 2026 · Q46 June 2026 · Q34 Sample · Smartphone Chemistry Q2
Level 4: Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
Level 5: Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS2-6.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS2-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Obtaining, Evaluating, and Communicating Information
- Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
Disciplinary Core Ideas
- PS2.B: Types of Interactions
- Attraction and repulsions between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
- PS1.A Structure and Properties of Matter (secondary to HS-PS2-6)
- The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
Crosscutting Concepts
- Structure and Function
- Investigating or designing new systems or structures requires a detailed explanation of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
Page contributors: Conrad Richman, Caroline Leonard