Difference between revisions of "HS-PS3-5"
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| + | {{Navlinks|HS-PS3-4|HS-PS3-6|← HS-PS3-4 {{Disc|Physics}}|HS-PS3-6 {{Disc|Physics}} →|HS-PS3-1|HS-PS4-4|← HS-PS3-1 {{Disc|Chem}}|HS-PS4-4 {{Disc|Chem}} →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Forces and Fields | ||
| ls = Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the | | ls = Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the | ||
forces between objects and the changes in energy of the objects due to the interaction. | forces between objects and the changes in energy of the objects due to the interaction. | ||
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}} | }} | ||
''Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).'' | ''Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).'' | ||
| + | |||
| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | <span class="disc-label disc-label-chem">Chemistry</span> | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026 Chemistry Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow#q4|Question 21]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026 Chemistry Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Equilibria in the Blood|Equilibria in the Blood]] | ||
| + | | style="background-color:white;" | [[Questions:Equilibria in the Blood#q2|Question 12]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]] | ||
| + | | style="background-color:white;" | [[Questions:Indoor Air Pollution#q5|Question 50]] | ||
| + | |} | ||
| + | |||
| + | <span class="disc-label disc-label-phys">Physics</span> | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2026 Physics Exam|June 2026 Physics Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]] | ||
| + | | style="background-color:white;" | [[Questions:Charged Drops#q3|Question 48]] | ||
| + | |} | ||
| + | |||
| + | == Vocabulary == | ||
| + | Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]. | ||
| + | |||
| + | <span class="disc-label disc-label-chem">Chemistry</span> | ||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * algebraic expression | ||
| + | * atomic structure | ||
| + | * binding energy | ||
| + | * bond formation | ||
| + | * charge | ||
| + | * component (of a system) | ||
| + | * electric field | ||
| + | * energy | ||
| + | * evidence | ||
| + | * field energy | ||
| + | * force | ||
| + | * intermolecular forces | ||
| + | * magnetic field | ||
| + | * non-ideal gas behavior | ||
| + | * opposite polarity | ||
| + | * polarity | ||
| + | * subatomic particle | ||
| + | * system | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Equilibria in the Blood#q2|atom]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|attractive force]] – Aug 2026 | ||
| + | * [[Questions:Equilibria in the Blood#q2|gas]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|heat of solution (ΔH)]] – Aug 2026 | ||
| + | * [[Questions:Go With the Flow#q4|ion]] – Aug 2026 | ||
| + | * [[Questions:Equilibria in the Blood#q2|Lewis electron-dot diagram]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|molecule]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]] | ||
| + | * [[Questions:Indoor Air Pollution#q5|partial charge (δ+, δ−)]] – June 2026 | ||
| + | * [[Questions:Indoor Air Pollution#q5|solute]] – June 2026 | ||
| + | * [[Questions:Go With the Flow#q4|solution]] – Aug 2026, [[Questions:Indoor Air Pollution#q5|June 2026]] | ||
| + | * [[Questions:Indoor Air Pollution#q5|solvent]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * structural formula – drawn but not named in [[Questions:Chip Bag: PFAS vs PLA Plastics#q1|June 2026 Chip Bag]] Figure 1 and the [[Questions:Equilibria in the Blood#q2|June 2026 Equilibria in the Blood]] rubric. | ||
| + | </div> | ||
| + | |||
| + | <span class="disc-label disc-label-phys">Physics</span> | ||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * algebraic expression | ||
| + | * cause and effect | ||
| + | * change in energy | ||
| + | * charge | ||
| + | * charges of opposite polarity | ||
| + | * component of a system | ||
| + | * energy | ||
| + | * energy stored in the field | ||
| + | * evidence | ||
| + | * field | ||
| + | * force | ||
| + | * interaction | ||
| + | * limitations of a model | ||
| + | * magnetic field | ||
| + | * mechanism | ||
| + | * object | ||
| + | * polarity | ||
| + | * relative position | ||
| + | * scale (of a model) | ||
| + | * system | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Charged Drops#q3|electric field strength]] – June 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * electric potential energy – implied by "the energy stored in the field is changed" | ||
| + | </div> | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction. | ||
| + | | Level4 = Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. | ||
| + | | Level3 = Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction. | ||
| + | | Example3 = <span class="pld-chip pld-chip-chem">[[Questions:Equilibria in the Blood#q2|June 2026 Chem · Q12]]</span> | ||
| + | | Level2 = Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction. | ||
| + | | Example2 = <span class="pld-chip pld-chip-chem">[[Questions:Indoor Air Pollution#q5|June 2026 Chem · Q50]]</span> <span class="pld-chip pld-chip-phys">[[Questions:Charged Drops#q3|June 2026 Phys · Q48]]</span> | ||
| + | | Level1 = Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction. | ||
| + | | Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Go With the Flow#q4|Aug 2026 Chem · Q21]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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{{expandthissection}} <!-- Remove this after this section has been expanded upon --> | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Developing and Using Models |
| − | | DCI1 = | + | * Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. |
| − | | CC1 = | + | | DCI1 = PS3.C: Relationship Between Energy and Forces |
| + | * When two objects interacting through a field change relative position, the energy stored in the field is changed. | ||
| + | | CC1 = Cause and Effect | ||
| + | * Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. | ||
}} | }} | ||
| − | + | <!-- | |
== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
| Line 34: | Line 159: | ||
| MATH1 = | | MATH1 = | ||
}} | }} | ||
| − | + | --> | |
{{Pagecontributors}} | {{Pagecontributors}} | ||
{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics]] | + | | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]] |
| TOPIC = HS. Energy | | TOPIC = HS. Energy | ||
}} | }} | ||
Latest revision as of 11:22, 18 October 2026
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Clarification statement: Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.
Assessment boundary: Assessment is limited to systems containing two objects.
Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).
Regents Exam Questions
Released New York State Regents exam questions that assess HS-PS3-5 are listed here by exam and question cluster. Each link opens the question with its answer key.
Chemistry
| Exam | Cluster | Question |
|---|---|---|
| August 2026 Chemistry Regents | Go With the Flow | Question 21 |
| June 2026 Chemistry Regents | Equilibria in the Blood | Question 12 |
| Indoor Air Pollution | Question 50 |
Physics
| Exam | Cluster | Question |
|---|---|---|
| June 2026 Physics Regents | Charged Drops | Question 48 |
Vocabulary
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the Chemistry Glossary; Physics terms are from the Physics Glossary.
Chemistry
From this standard
- algebraic expression
- atomic structure
- binding energy
- bond formation
- charge
- component (of a system)
- electric field
- energy
- evidence
- field energy
- force
- intermolecular forces
- magnetic field
- non-ideal gas behavior
- opposite polarity
- polarity
- subatomic particle
- system
From released exam questions
- atom – June 2026
- attractive force – Aug 2026
- gas – June 2026
- heat of solution (ΔH) – Aug 2026
- ion – Aug 2026
- Lewis electron-dot diagram – June 2026
- molecule – Aug 2026, June 2026
- partial charge (δ+, δ−) – June 2026
- solute – June 2026
- solution – Aug 2026, June 2026
- solvent – June 2026
Implied by this standard
- structural formula – drawn but not named in June 2026 Chip Bag Figure 1 and the June 2026 Equilibria in the Blood rubric.
Physics
From this standard
- algebraic expression
- cause and effect
- change in energy
- charge
- charges of opposite polarity
- component of a system
- energy
- energy stored in the field
- evidence
- field
- force
- interaction
- limitations of a model
- magnetic field
- mechanism
- object
- polarity
- relative position
- scale (of a model)
- system
From released exam questions
- electric field strength – June 2026
Implied by this standard
- electric potential energy – implied by "the energy stored in the field is changed"
Performance Level Descriptions
Every Regents exam question on HS-PS3-5 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction. Aug 2026 Chem · Q21
Level 2: Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction. June 2026 Chem · Q50 June 2026 Phys · Q48
Level 3: Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction. June 2026 Chem · Q12
Level 4: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Level 5: Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
- PS3.C: Relationship Between Energy and Forces
- When two objects interacting through a field change relative position, the energy stored in the field is changed.
Crosscutting Concepts
- Cause and Effect
- Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Page contributors: Conrad Richman, Caroline Leonard