Difference between revisions of "MS"
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== MS. Chemical Reactions == | == MS. Chemical Reactions == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-2]]</span> | <span class="sp-desc">Chemical Reactions</span></span><br> | ||
| + | <span class="pe-statement">Analyze and interpret data on the properties of substances before and after the substances interact to | ||
| + | determine if a chemical reaction has occurred.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of chemical reactions could include burning of a wooden splint, souring of milk and decomposition of sodium bicarbonate.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, color change, gas production and odor.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-PS1-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-5]]</span> | <span class="sp-desc">Conservation of Mass in Chemical Reactions</span></span><br> | ||
| + | <span class="pe-statement">Develop and use a model to describe how the total number of atoms does not change in a chemical | ||
| + | reaction and thus mass is conserved.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on the law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-PS1-5|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-6]]</span> | <span class="sp-desc">Design for Transfer of Thermal Energy</span></span><br> | ||
| + | <span class="pe-statement">Undertake a design project to construct, test, and modify a device that either releases or absorbs | ||
| + | thermal energy during a chemical and/or physical process.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and amount of a substance. Examples of designs could include combining vinegar and baking soda, activating glow sticks at various temperatures and dissolving ammonium chloride or calcium chloride.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment is limited to the criteria of substance amounts, reaction time, and observed temperature changes.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-PS1-6|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
Revision as of 13:40, 20 August 2023
The first administration of the new NYS middle school grade 8 science exam, which assesses students on the performance expectations below, is planned for this June 2024 (per the NYSED science implementation roadmap).
MS. Structure and Properties of Matter
MS-PS1-1 | Atomic Composition of Simple Molecules
Develop models to describe the atomic composition of simple molecules and extended structures.
Clarification statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could include drawings, 3D ball and stick structures, or computer representations showing different substances with different types of atoms.
Assessment boundary: Assessment does not include valence electrons and bonding energy, discussing the individual ions composing complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.
Read more...
MS-PS1-3 | Natural Resources
Gather and make sense of information to describe that synthetic materials come from natural
resources and impact society.
Clarification statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.
Assessment boundary: Assessment is limited to the qualitative interpretation of evidence provided.
Read more...
MS-PS1-4 | Thermal energy and phase changes
Develop a model that predicts and describes changes in particle motion, temperature, and phase (state)
of a substance when thermal energy is added or removed.
Clarification statement: Emphasis is on qualitative particulate- level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of phase occurs. Examples of models could include drawings and diagrams. Examples of particles could include ions, molecules, or atoms. Examples of substances could include sodium chloride, water, carbon dioxide, and helium.
Read more...
MS-PS1-7 | Density
Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Clarification statement: Emphasis should be on students measuring the masses and volumes of regular and irregular shaped objects, calculating their densities, and identifying the samples of matter.
Read more...
MS-PS1-8 | Natural Resources
Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
Clarification statement: Emphasis should be on analyzing the physical changes that occur as mixtures are formed and/or separated. Examples of common mixtures could include salt water, oil and vinegar, and air.
Assessment boundary: Assessment is limited to separation by evaporation, filtration and magnetism.
Read more...
MS. Chemical Reactions
MS-PS1-2 | Chemical Reactions
Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.
Clarification statement: Examples of chemical reactions could include burning of a wooden splint, souring of milk and decomposition of sodium bicarbonate.
Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, color change, gas production and odor.
Read more...
MS-PS1-5 | Conservation of Mass in Chemical Reactions
Develop and use a model to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved.
Clarification statement: Emphasis is on the law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.
Assessment boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.
Read more...
MS-PS1-6 | Design for Transfer of Thermal Energy
Undertake a design project to construct, test, and modify a device that either releases or absorbs
thermal energy during a chemical and/or physical process.
Clarification statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and amount of a substance. Examples of designs could include combining vinegar and baking soda, activating glow sticks at various temperatures and dissolving ammonium chloride or calcium chloride.
Assessment boundary: Assessment is limited to the criteria of substance amounts, reaction time, and observed temperature changes.
Read more...