Difference between revisions of "HS-PS1-5"
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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. | | 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. | | Level4 = Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied. | ||
| − | | Example4 = [[Questions:Equilibria in the Blood#q1|June 2026 | + | | 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. | | 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 = [[Questions:Clock Reaction#q1|June 2026 | + | | 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. | | Level2 = Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied. | ||
| − | | Example2 = [[Questions:Catalytic Converter in Cars#q1| | + | | 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. | | 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 = [[Questions:Chemistry of Beverages#q2|June 2026 | + | | Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Chemistry of Beverages#q2|June 2026 · Q7]]</span> |
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Latest revision as of 09:44, 18 October 2026
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.
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
- atom – Aug 2026
- bond – Aug 2026
- claim – June 2026
- clock reaction – June 2026
- closed system – June 2026
- decomposition – Aug 2026
- dissociation – June 2026
- effective collision – Aug 2026
- enzyme – June 2026
- equilibrium – June 2026
- evaporation – Aug 2026
- gas – Aug 2026, June 2026
- hydrocarbon – Aug 2026
- investigation – June 2026
- ion – June 2026
- metal – Aug 2026
- mixture – June 2026
- mole – Aug 2026
- molecule – Aug 2026, June 2026
- pH – June 2026
- product – Aug 2026
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-5.
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