Difference between revisions of "HS-PS1-2"
From NY Science Standards Wiki
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| + | | rowspan="3" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Semiconductors|Semiconductors]] | ||
| + | | style="background-color:white;" | [[Questions:Semiconductors#q3|Question 16]] | ||
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| + | | style="background-color:white;" | [[Questions:Pool Water Chemistry|Pool Water Chemistry]] | ||
| + | | style="background-color:white;" | [[Questions:Pool Water Chemistry#q1|Question 22]] | ||
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| + | | style="background-color:white;" | [[Questions:Safe Transport of Drinking Water|Safe Transport of Drinking Water]] | ||
| + | | style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q4|Question 47]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:How Glow Became Gloom|How Glow Became Gloom]] | ||
| + | | style="background-color:white;" | [[Questions:How Glow Became Gloom#q3|Question 3]] | ||
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| + | | style="background-color:white;" | [[Questions:All About Aluminum|All About Aluminum]] | ||
| + | | style="background-color:white;" | [[Questions:All About Aluminum#q2|Question 43]] | ||
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| + | | style="background-color:white;" | [[Chemistry sample question clusters|Sample clusters]] (Spring 2025) | ||
| + | | style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves|Evaluating Gas Stoves]] | ||
| + | | style="background-color:white;" | [[Questions:PSC Evaluating Gas Stoves#q1|Question 1]] | ||
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Revision as of 22:05, 20 September 2026
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Clarification statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.
Assessment boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.
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.
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Level 1: Given possible reaction outcomes, identify the outcome of a simple chemical reaction using the outermost electron states of atoms, trends in the periodic table, or knowledge of the patterns of chemical properties.
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Level 2: Predict the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.
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Level 3: Construct or revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.
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Level 4: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
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Level 5: Construct, revise, and evaluate explanations for the outcome of simple chemical reactions based on the predictable behavior of reactants, the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-PS1-2 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-PS1-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Computational Thinking
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Disciplinary Core Ideas
- PS1.A: Structure and Properties of Matter
- The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
- PS1.B: Chemical Reactions
- The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
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: Caroline Leonard, Conrad Richman