Difference between revisions of "HS-PS3-6"
From NY Science Standards Wiki
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| Level5 = Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit. | | Level5 = Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit. | ||
| Level4 = Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit. | | Level4 = Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit. | ||
| + | | Example4 = [[Questions:Flashlight Physics#q3|June 2026 Question 32]] | ||
| Level3 = Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit. | | Level3 = Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, <b><u>or</b></u> given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit. | ||
| Level2 = Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component. | | Level2 = Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component. | ||
| + | | Example2 = [[Questions:Flashlight Physics#q4|June 2026 Question 33]] | ||
| Level1 = Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, <b><u>or</b></u> given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, <b><u>or</b></u> given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, <b><u>or</b></u> given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit. | | Level1 = Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, <b><u>or</b></u> given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, <b><u>or</b></u> given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, <b><u>or</b></u> given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit. | ||
| + | | Example1 = [[Questions:Flashlight Physics#q5|June 2026 Question 34]] | ||
}} | }} | ||
Revision as of 02:39, 16 October 2026
Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
Clarification statement: Emphasis should be on arrangements of series circuits and parallel circuits using conventional current.
Assessment boundary: Assessment is limited to direct current (DC) circuits.
Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-PS3-6 are listed here by exam and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| June 2026 Physics Regents | Flashlight Physics | Question 32 |
| Flashlight Physics | Question 33 | |
| Flashlight Physics | Question 34 |
Vocabulary
Terms from the Physics Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- circuit component
- claim
- conventional current
- current
- design solution
- direct current (DC)
- direction
- electric circuit
- electrical power
- energy
- evidence
- field
- mathematical representation
- object
- Ohm's Law
- parallel circuit
- potential difference
- power
- resistance
- scale (of a model)
- schematic diagram
- series circuit
- simple circuit
- statistical analysis
- support (a claim)
- system
From released exam questions
- brightness – June 2026
- computer simulation – June 2026
- constant resistance – June 2026
- cost – June 2026
- draws more current – June 2026
- electrical energy – June 2026
- equivalent resistance – June 2026
- justification – June 2026
- light – June 2026
- light output – June 2026
- proportional – June 2026
- refute – June 2026
- scientific reasoning – June 2026
- total current – June 2026
- voltage – June 2026
Performance Level Descriptions
Every Regents exam question on HS-PS3-6 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, or given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, or given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, or given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit. June 2026 Question 34
Level 2: Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component. June 2026 Question 33
Level 3: Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit.
Level 4: Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit. June 2026 Question 32
Level 5: Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-6.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Analyzing and interpreting data: analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Disciplinary Core Ideas
- Electrical power and energy can be determined for electric circuits.
Crosscutting Concepts
- 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.
- Mathematical representations can be used to identify certain patterns.
- Energy can be transferred between once place and another place, between objects and/or fields, or between systems.
Page contributors: Caroline Leonard, Conrad Richman