Physics questions by performance level
From NY Science Standards Wiki
| Learning standards | Exam questions | PLDs | Glossary |
Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.
HS-PS1-8 · Nuclear Processes
Level 1Use a model/information to identify a change in the composition of the nucleus of the atom or a nuclear process.
No released question yet.
Level 2Develop and/or use a model of a nuclear process to predict the changes in the composition of the nucleus of the atom.
No released question yet.
Level 3Develop and/or use a model(s) to compare and/or contrast the changes in the composition of the nucleus of the atom or the scale of energy released during a nuclear process to other transformations.
June 2026 · Q23 Which row in the table below correctly completes the statement by placing the correct phrase in the blanks to support…
June 2026 · Q24 Using the scale of the line segment in Model 3, which measurement best represents the total amount of energy released…
Level 4Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
No released question yet.
Level 5Develop, evaluate, and revise models to compare and contrast changes in the composition of the nucleus of the atom and scale of energy released during nuclear processes.
No released question yet.
HS-PS2-1 · Newton's Laws
Level 1Identify the data or information that supports the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and/or its acceleration, or identify the data or information that supports a prediction or explanation of a macroscopic object’s motion for an object acted upon by balanced or unbalanced force(s).
June 2026 · Q39 Which pair of graphs identifies the net force acting on each ball caused by this collision? BallA Ball D BallA Ball D…
Sample · World Record Jumps Q3 Which mathematical model includes data that can be used to calculate the initial vertical velocity needed for a…
Level 2Analyze and/or interpret data for an object acted upon by balanced forces by
June 2026 · Q3 Forces are balanced and riders (3) are not accelerating. F, F avis 4 Forces are unbalanced and riders (4) are…
Sample · Bungee Jumping Q2 In the choices below, Fi represents the normal force exerted by the platform on the jumper. ‘Which vector diagram…
Level 3Analyze and/or interpret data for an object acted
June 2026 · Q50 Based on the information provided, what is the magnitude of the acceleration of the drop of ink caused by the…
June 2026 · Q18 Determine the magnitude of the maximum net force on the test-dummy head during the impact with the force sensor, and…
June 2026 · Q4 On the diagram below, draw an arrow at Point P to represent the direction of the net force acting on the cell phone at…
June 2026 · Q5 Which row in the table below correctly predicts the vertical motion caused by the net force acting on the cell phone in…
Sample · World Record Jumps Q2 Based on your analysis of the data in Table 1, what is Michael Powell’s resulting world record long jump horizontal…
Sample · World Record Jumps Q4 Based on your analysis of Graph I, which claim correctly describes the forces acting on Yaroslava Mahuchikh and her…
Level 4Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
June 2026 · Q37 Place a check mark (✓) in either the Support or Refute box below to indicate if the given information supports or…
Sample · World Record Jumps Q1 Use one or more mathematical relationships to support or refute the claim that the magnitude of the average net…
Level 5Plan and conduct an investigation to support a claim that describes the mathematical relationships among the net force on a macroscopic object, its mass, and its acceleration, and make predictions using the results of the investigation by applying Newton’s Laws of Motion.
No released question yet.
HS-PS2-2 · Conservation of Momentum
Level 1Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object.
No released question yet.
Level 2Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system.
No released question yet.
Level 3Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system.
No released question yet.
Level 4Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
June 2026 · Q38 The manufacturer of the Astro Blaster claims that their toy can be used to illustrate the law of conservation of…
Level 5Collect and analyze data and use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
No released question yet.
HS-PS2-3 · Design For Collision Safety
Level 1Identify a device from those provided that reduces the force on a macroscopic object during an interaction, or identify an explanation from those provided for how a given device reduces the force on a macroscopic object.
June 2026 · Q20 Place a check mark (✓) in one box to indicate which helmet is most effective at minimizing the force that impacts the…
Sample · World Record Jumps Q5 Compared to landing on a hard platform at the same height, the mat in Diagram 2 is designed to protect a high jumper…
Level 2Use an algebraic representation to describe how a given device affects the force, time, change in momentum, and/or change in velocity of a macroscopic object during an interaction.
June 2026 · Q17 Which mathematical representation can be used to determine the average time interval during which the impact occurs as…
Level 3Apply scientific and engineering ideas to design a device that reduces the
No released question yet.
Level 4Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
No released question yet.
Level 5Apply scientific and engineering ideas to design and build a device that minimizes the force on a macroscopic object during a collision and analyze the forces acting on the object during the collision, and use this analysis to refine the divide to further minimize the force of impact during the collision.
No released question yet.
HS-PS2-4 · Gravitational and Electrostatic Forces
Level 1Given data, information, or a model, draw or identify the direction, with or without the magnitude, of the the gravitational force(s) or field, or electrostatic force(s) or field, or determine the magnitude of the gravitational force(s) or field, or electrostatic force(s) or field.
June 2026 · Q47 Place a check mark (✓) in one box below to indicate the charge on the oil drop in Diagram 1. Justify your response…
June 2026 · Q30 Which model shows the net electric field pattern around the batteries in the working flashlight?
Level 2Given data and/or model(s), describe how factor(s) affect the gravitational or electrostatic force(s) acting on two objects, or describe how factor(s) affect the gravitational or electrostatic field between two objects.
June 2026 · Q46 Which row in the table below identifies the relative magnitude and direction of the electrostatic and gravitational…
Level 3Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to describe and/or predict the gravitational force(s) or field, or electrostatic force(s) or field associated with an object or a system of two object, or describe and/or predict the magnitude of the factor(s) that result in the given forces or fields.
June 2026 · Q49 The magnitude of the electric field which causes the force experienced by the drop of ink in Diagram 2 is
Level 4Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to describe and predict the gravitational and electrostatic forces between objects.
No released question yet.
Level 5Use mathematical representations of Newton's Law of Gravitation and Coulombs Law to compare magnitudes and directions of the gravitational and electrostatic forces, and predict changes in those forces when more than one variable is changed.
No released question yet.
HS-PS3-1 · Energy Conservation
Level 1Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.
No released question yet.
Level 2Use a mathematical representation, data, or a given model to predict and/or describe the energy transfer of a component of a system.
No released question yet.
Level 3Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
June 2026 · Q36 Which value results from applying a mathematical model to calculate the speed of Ball D the instant before the ball…
Sample · Bungee Jumping Q1 A 60.-kilogram bungee jumper rode the elevator from the ground floor to the jumping platform. Based upon a mathematical…
Level 4Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Sample · Bungee Jumping Q4 Assuming no mechanical energy is removed from the jumper-bungee cord-Earth system during the fall, develop a…
Level 5Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
No released question yet.
HS-PS3-2 · Kinetic and Potential Energy
Level 1Given a model and/or information, identify the form(s) of energy associated with motion of and/or relative position of particles (objects).
June 2026 · Q1 Which statement describes the energy transformation modeled in Diagram 2?
Level 2Given a model and/or information, predict energy transfers associated with the motion and relative position of particles (objects).
June 2026 · Q19 Which graph best represents the relationship between the kinetic energy of the test-dummy head and the height above the…
Sample · Bungee Jumping Q5 Considering the jumper-bungee cord-Earth system, which statement correctly describes why the jumper does not return to…
Level 3Revise or complete a model(s) to illustrate that energy at the macroscopic scale is a combination of energies associated with the motion of and relative position of particles (objects).
June 2026 · Q2 On the axes below, construct a bar graph that precisely represents the type(s) and fractional amount(s) of energy the…
Sample · Bungee Jumping Q3 Assuming no mechanical energy is lost, complete the model below to show the relative amounts of mechanical energies of…
Level 4Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
No released question yet.
Level 5Develop and use multiple models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects), and revise the models to reflect one or more changes in system parameters.
No released question yet.
HS-PS3-3 · Energy Conversion Devices
Level 1Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations.
June 2026 · Q11 The flowchart below represents energy transformations that occur in the thermoelectric power plant. Identify the type…
June 2026 · Q16 Which statement describes the kinetic energy transfer into a helmet component during impact?
June 2026 · Q27 Which table identifies some of the energy transformations in Diagram 4? Location Energy Location Energy Transformation…
Level 2Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, or given two or more devices or models of devices that converts one form of energy into another form of energy, evaluate the energy output for the same energy input.
June 2026 · Q12 Which statement correctly evaluates how the relationship between the energy input and the energy output of a…
Sample · Automotive Optics Q1 Four claims were developed when evaluating the operation of the headlight in Diagram 3. Which claim correctly…
Level 3Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, or given a device or model of a device that converts one form of energy into another form of energy, calculate the device's efficiency.
No released question yet.
Level 4Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
No released question yet.
Level 5Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student generated sources of evidence.
No released question yet.
HS-PS3-4 · Thermal Energy and Heat
Level 1Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object.
June 2026 · Q13 Place a check mark (✓) in three boxes below to indicate the quantities that must be known about the sample in this…
Level 2Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system.
June 2026 · Q14 Using the data from the investigation, the specific heat capacity of ethylene glycol is J (11.2 geoC J (2)2.4 ge°C J…
Level 3Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, or use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, or complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, or given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.
No released question yet.
Level 4Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
No released question yet.
Level 5Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.
No released question yet.
HS-PS3-5 · Forces and Fields
Level 1Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction.
No released question yet.
Level 2Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction.
June 2026 · Q48 The teacher adjusted the charges on the parallel plates in Diagram 1, causing the electric field strength between the…
Level 3Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction.
No released question yet.
Level 4Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
No released question yet.
Level 5Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.
No released question yet.
HS-PS3-6 · Ohm's Law and Circuits
Level 1Given 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 · Q34 What is the difference in electrical energy used by the incandescent bulb in Diagram 4 and the LED bulb in Diagram 5…
Level 2Given 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 · Q33 The student changes the resistance of Lamp 1 in Diagram 3 to 15 ohms and the resistance of Lamp 2 in Diagram 3 to 5…
Level 3Given 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.
No released question yet.
Level 4Analyze 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 · Q32 The student claims that the circuit in Diagram 2 obeys Ohm's law, while the circuit in Diagram 3 does not. Place a…
Level 5Perform 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.
No released question yet.
HS-PS4-1 · Wave Properties
Level 1Draw a model of a wave with given characteristics or identify the characteristics of a given wave traveling and transferring energy in a medium (period, frequency, wavelength, amplitude, speed, and/or type), or identify the change in characteristics of a wave as the wave hits a boundary.
June 2026 · Q31 The largest percentage of electromagnetic radiation produced by the tungsten filament has a
June 2026 · Q8 The appearance of edge artifacts is caused by a change in which characteristic of a sound pulse?
June 2026 · Q43 Which row in the table below identifies the wave produced by the tuning fork? Electromagnetic Longitudinal
Level 2Use words, diagrams, and/or graphs to represent the mathematical relationships among the period, frequency, wavelength, and/or speed of waves in a medium, or use mathematical relationships to determine the direction of a wave as the wave hits a boundary (reflection and/or refraction), or given data, model(s), and/or a mathematical representation, compare the phase of points at positions on the wave or the relative amount of energy transferred due to amplitude or frequency, or determine the amount of energy transferred due to the frequency of electromagnetic radiation (photon).
June 2026 · Q44 The approximate frequency of the sound produced by the tuning fork is determined by which mathematical representation?…
Level 3Given data, model(s), and/or a mathematical representation, determine the period, frequency, wavelength, or speed of a wave or electromagnetic radiation (photon) traveling and transferring energy in a medium, or use mathematical relationships and a ruler and protractor to construct the reflected and/or refracted ray(s) to show the direction of a wave as it hits a boundary, or determine the index of refraction.
June 2026 · Q22 Based on the information in Diagram 1, which wavelength corresponds to the greatest visible photon energy emitted by…
June 2026 · Q7 Substitute numerical values into a mathematical representation that can be used to predict the wavelength of sound…
Level 4Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.
June 2026 · Q10 Using one or more mathematical relationships, support the claim that a kidney stone will absorb less energy from a…
June 2026 · Q26 Place a check mark (✓) in either the Support or Refute box below to indicate if the given information supports or…
Level 5Plan and conduct an investigation and use mathematical representations to evaluate claims regarding the relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy in various media.
No released question yet.
HS-PS4-2 · Digital Transmission of Information
Level 1Identify given transmission data or storage data as being either analog or digital.
June 2026 · Q41 Which model best represents a digital reproduction of the analog-processed sound in Diagram 1?
Level 2List the advantages or disadvantages of using a digital transmission and/or storage of information.
June 2026 · Q42 Describe one characteristic of voice recognition software that makes it a less reliable system to store sound data…
Level 3Evaluate a question about an advantage and/or disadvantage of using a digital transmission and/or storage of information.
June 2026 · Q45 Based on the results of the tuning fork experiment, a student would like to determine which sampling rate in voice…
Level 4Evaluate questions about the advantages of using a digital transmission and storage of information.
No released question yet.
Level 5Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information using multiple sources of scientific and technical information.
No released question yet.
HS-PS4-3 · Wave-Particle Duality
Level 1Identify a phenomenon from those given that is best described by the wave and/or particle model of electromagnetic radiation.
No released question yet.
Level 2Given information about a phenomenon, identify the evidence that supports a claim about the model which best describes the phenomenon.
June 2026 · Q9 Which row in the table below provides evidence that correctly matches the model of light to each phenomenon in the…
Level 3Given information, support or refute a claim regarding the use of the wave model or the particle model for electromagnetic radiation to describe a phenomenon.
No released question yet.
Level 4Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.
No released question yet.
Level 5Using multiple sources of evidence and scientific reasoning, construct and evaluate a claim that for some situations one model of electromagnetic radiation (wave or particle) is more useful than the other.
No released question yet.
HS-PS4-4 · Electromagnetic Radiation and Matter
Level 1Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided.
No released question yet.
Level 2Use information that provides evidence to support a claim that describes the effects of different frequencies, relative energies, and/or wavelengths of electromagnetic radiation when absorbed by matter.
No released question yet.
Level 3Make and support a claim, using scientific and/or technical information, that describes the effects of a frequency and/or wavelength of electromagnetic radiation when absorbed by matter.
June 2026 · Q29 The student makes the following claim
Level 4Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
No released question yet.
Level 5Gather and evaluate a variety of valid and reliable sources to formulate a claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing qualitative evidence with scientific reasoning.
No released question yet.
HS-PS4-5 · Waves and Technology
Level 1Given information about a technological device, identify a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.
June 2026 · Q6 Which wave phenomenon does ultrasound apply to determine the speed of moving fluids in the body?
Level 2Given information about a technological device, support or refute a claim that explains a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.
No released question yet.
Level 3Given information about a technological device, explain how the device uses a principle of wave behavior and/or wave interactions with matter to transmit and capture information and energy.
No released question yet.
Level 4Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
No released question yet.
Level 5Communicate technical information to evaluate the effectiveness and reliability of a technological device that uses principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
No released question yet.
HS-PS4-6 · Lenses and Mirrors
Level 1Use mathematical models, patterns, or given ray diagrams to determine the relative size, and/or location of the image and/or focal length for a lens or mirror, or given information or ray diagrams, identify the type of lens or mirror and the type of image formed.
June 2026 · Q28 Which ray diagram correctly represents a series of light rays used to produce the same upright and smaller image as in…
Sample · Automotive Optics Q2 The diagram below represents the location of an image seen in a rearview mirror. On the diagram, use a protractor and…
Sample · Automotive Optics Q4 Which row in the table below correctly shows the absolute value of the image distance and type of image for trial 1?…
Level 2Use mathematical models or given ray diagrams to identify the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.
Sample · Automotive Optics Q3 The students claimed that the same object, when closer to the mirror, will form an image that is larger and closer to…
Level 3Use mathematical models and/or ray diagrams to describe the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.
No released question yet.
Level 4Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
June 2026 · Q25 On the model below, using two principal rays, construct a ray diagram that could be used to determine the location and…
Level 5Use mathematical models, including ray diagrams, to determine relationships among the size and location of images, size and location of objects, and focal lengths for lenses and mirrors.
No released question yet.
HS-ESS1-2 · Big Bang Theory
Level 1Identify the evidence, from those provided, that supports the Big Bang theory, based on astronomical evidence.
No released question yet.
Level 2Identify the explanation, that supports the Big Bang theory based on astronomical evidence of light spectra or motion of distant galaxies or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
No released question yet.
Level 3Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
June 2026 · Q21 Identify the data that provides evidence for the relative motion between the Tadpole Galaxy and Earth, and describe…
Level 4Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
No released question yet.
Level 5Construct an explanation of the Big Bang theory using multiple sources, based on valid and reliable evidence of energy from light spectra, motions of distant galaxies, and the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).
No released question yet.
HS-ETS1-1 · Analyzing Global Challenges
Level 1Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.
No released question yet.
Level 2Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.
June 2026 · Q35 Some energy groups advocate for switching to LED bulbs to reduce global energy usage. Describe one constraint of using…
Level 3Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
No released question yet.
Level 4Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
No released question yet.
Level 5Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.
No released question yet.
HS-ETS1-2 · Breaking Down Complex Problems
Level 1Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
No released question yet.
Level 2Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
June 2026 · Q15 Which engineering design solution would address the problem of large impact-force injuries to a rider's head during a…
Level 3Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
No released question yet.
Level 4Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
No released question yet.
Level 5For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.
No released question yet.
HS-ETS1-3 · Evaluating Solutions and Trade-offs
Level 1Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
June 2026 · Q40 In the absence of expensive computers only available at research facilities, using a simpler simulation of multiple…
Level 2Describe a solution to a complex real-world problem based on given criteria and constraints.
No released question yet.
Level 3Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.
Sample · Automotive Optics Q5 Which statement best describes the trade-offs for including the inset mirror?
Level 4Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
No released question yet.
Level 5Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.
No released question yet.
HS-ETS1-4 · Modeling Solutions with Simulations
Level 1Identify the impact of a given solution to a complex real-world problem.
No released question yet.
Level 2Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.
No released question yet.
Level 3Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.
No released question yet.
Level 4Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
No released question yet.
Level 5Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.
No released question yet.
Summary
| Standard | Topic | L1 | L2 | L3 | L4 | L5 | Total |
|---|---|---|---|---|---|---|---|
| HS-PS1-8 | Nuclear Processes | – | – | 2 | – | – | 2 |
| HS-PS2-1 | Newton's Laws | 2 | 2 | 6 | 2 | – | 12 |
| HS-PS2-2 | Conservation of Momentum | – | – | – | 1 | – | 1 |
| HS-PS2-3 | Design For Collision Safety | 2 | 1 | – | – | – | 3 |
| HS-PS2-4 | Gravitational and Electrostatic Forces | 2 | 1 | 1 | – | – | 4 |
| HS-PS3-1 | Energy Conservation | – | – | 2 | 1 | – | 3 |
| HS-PS3-2 | Kinetic and Potential Energy | 1 | 2 | 2 | – | – | 5 |
| HS-PS3-3 | Energy Conversion Devices | 3 | 2 | – | – | – | 5 |
| HS-PS3-4 | Thermal Energy and Heat | 1 | 1 | – | – | – | 2 |
| HS-PS3-5 | Forces and Fields | – | 1 | – | – | – | 1 |
| HS-PS3-6 | Ohm's Law and Circuits | 1 | 1 | – | 1 | – | 3 |
| HS-PS4-1 | Wave Properties | 3 | 1 | 2 | 2 | – | 8 |
| HS-PS4-2 | Digital Transmission of Information | 1 | 1 | 1 | – | – | 3 |
| HS-PS4-3 | Wave-Particle Duality | – | 1 | – | – | – | 1 |
| HS-PS4-4 | Electromagnetic Radiation and Matter | – | – | 1 | – | – | 1 |
| HS-PS4-5 | Waves and Technology | 1 | – | – | – | – | 1 |
| HS-PS4-6 | Lenses and Mirrors | 3 | 1 | – | 1 | – | 5 |
| HS-ESS1-2 | Big Bang Theory | – | – | 1 | – | – | 1 |
| HS-ETS1-1 | Analyzing Global Challenges | – | 1 | – | – | – | 1 |
| HS-ETS1-2 | Breaking Down Complex Problems | – | 1 | – | – | – | 1 |
| HS-ETS1-3 | Evaluating Solutions and Trade-offs | 1 | – | 1 | – | – | 2 |
| HS-ETS1-4 | Modeling Solutions with Simulations | – | – | – | – | – | 0 |
| All physics standards | 21 | 17 | 19 | 8 | 0 | 65 | |
Page contributors: Conrad Richman