Difference between revisions of "HS-PS1-5"
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first)) |
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources) |
||
| Line 7: | Line 7: | ||
| ab = 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. | | ab = 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. | ||
}} | }} | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
== {{Assessmentheading}} == | == {{Assessmentheading}} == | ||
| Line 61: | Line 46: | ||
|} | |} | ||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | 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. | ||
| + | | 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. | ||
| + | | Level2 = Predict and/or describe 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. | ||
| + | }} | ||
| + | |||
| + | == {{Resourcesheading}} == | ||
| + | {{resourcesmessage}} | ||
| + | |||
| + | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
Latest revision as of 22:36, 20 September 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.
Assessment
What assessment of HS-PS1-5 might look like on a NY state exam.
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-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:
- 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.
- 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.
- 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.