NYS High School Chemistry Claims and Evidence

In June 2024, the Office of State Assessment released the Educator Guide to the Regents Examination in Physical Science: Chemistry. Below are the claims-and-evidence from the educator guide which provide further insight on the types of questions that might appear on the Regents exam.

Claim #1 (Structure and Properties of Matter):
A student can use and analyze data to develop and compare models and patterns to predict, investigate, communicate and support claims concerning the structure, function, transformations and interactions of matter and energy, at both the particulate-level and bulk scale

Evidence: A student demonstrates understanding of “Structure and Properties of Matter” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Making predictions of the properties of elements based on the patterns found on the periodic table. HS-PS1-1
Conducting an investigation to establish that the macroscopic properties of matter are caused by patterns in electrical forces between particles. HS-PS1-3
Using evidence to develop a model that illustrates the changes in the energy and nucleus of an atom during a nuclear process. HS-PS1-8
Communicating information using evidence as to how interactions at the particulate-level impact function on the bulk scale. HS-PS2-6
Interpreting data to validate mathematical relationships between the combined gas law variables and the behavior of gases. HS-PS1-9
Engaging in argument, using patterns of properties of solutions as evidence, to support claims regarding solution behavior. HS-PS1-10

Claim #2 (Chemical Reactions):
A student can plan and conduct investigations, develop and revise models of chemical and physical systems based on patterns using scientific principles, qualitative and quantitative evidence to explain how changing conditions affect the interactions, conversions, and conservation of matter and energy in these systems.

Evidence: A student demonstrates understanding of “Chemical Reactions” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Explaining the outcome of a chemical reaction citing evidence based on the element’s position and observable patterns from the periodic table. HS-PS1-2
Developing and using a model that explains the flow of energy and matter in a chemical reaction system. HS-PS1-4, HS-LS1-5
Explaining how varying conditions and interactions between colliding particles affect reaction rates. HS-PS1-5
Modifying the conditions to increase product yield for a system at equilibrium. HS-PS1-6
Using quantitative evidence to support the Law of Conservation of Matter at the macroscopic and atomic scale. HS-PS1-7
Conducting an investigation to collect and analyze data to recognize patterns in the behavior of acids and bases. HS-PS1-11
Analyzing chemical reactions to provide evidence and formulate an argument that a transfer of electrons is accompanied by an energy conversion. HS-PS1-12

Claim #3 (Energy):
A student can create, develop and use models to communicate the changes in energy using qualitative, mathematical or computational thinking to explain the interaction of matter that can be used to represent the transformation, flow and conservation of energy in a system.

Evidence: A student demonstrates understanding of “Energy” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Create and modify a computational model to analyze overall energy changes in chemical and physical systems. HS-PS3-1, HS-PS1-4
Utilizing a system model to predict the behavior of charged particles and related changes in energy. HS-PS3-1, HS-PS3-5
Developing and using a model to explain the behavior of objects through electric or magnetic fields. HS-PS3-5

Claim #4 (Waves and Electromagnetic Radiation):
A student can use published information to evaluate claims pertaining to the effects of the interactions of electromagnetic radiation with matter.

Evidence: A student demonstrates understanding of “Waves and Electromagnetic Radiation” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Evaluating data used to predict the effects of varying frequencies of electromagnetic radiation when it is absorbed by matter. HS-PS4-4
Arguing from evidence that a published claim about effects of absorption of electromagnetic radiation by matter is valid and reliable. HS-PS4-4

Claim #5 (Engineering Design):
A student can analyze models, including mathematical and computer simulations, that present criteria, trade-offs, and a range of constraints to design and evaluate a solution that optimizes technological and engineering practices for the management of systems, societal needs, environmental impacts, and real-world problems.

Evidence: A student demonstrates understanding of “Engineering Design” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Students collected data, models, and simulations that identify, describe, and solve real-world problems designed to balance societal needs with societal wants while attempting to reduce impacts. HS-ETS1-2, HS-ETS1-4
Solutions to global challenges that meet criteria, require trade-offs, and are limited by constraints as illustrated by various types of models (computer, simulations, engineering). HS-ETS1-1, HS-ETS1-3

Page contributors: Shirley Shameen, Caroline Leonard