Difference between revisions of "HS-PS2-2"
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| cs = Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. | | cs = Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. | ||
| ab = Assessment is limited to systems of two macroscopic bodies moving in one dimension. | | ab = Assessment is limited to systems of two macroscopic bodies moving in one dimension. | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Collect and analyze data and use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. | ||
| + | | Level4 = Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. | ||
| + | | Level3 = Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system. | ||
| + | | Level2 = Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system. | ||
| + | | Level1 = Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object. | ||
}} | }} | ||
Revision as of 12:30, 11 April 2025
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Clarification statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.
Assessment boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS2-2.
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Assessment
What assessment of HS-PS2-2 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS2-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education: