Difference between revisions of "HS-PS3-5"
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| + | {{DISPLAYTITLE:HS-PS3-5 {{!}} Forces and Fields}} | ||
| + | {{Navlinks|HS-PS3-4|HS-PS3-6|← HS-PS3-4 (Physics)|HS-PS3-6 (Physics) →|HS-PS3-1|HS-PS4-4|← HS-PS3-1 (Chem)|HS-PS4-4 (Chem) →}} | ||
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''Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).'' | ''Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).'' | ||
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| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | '''<big>Chemistry</big>''' | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow|Go With the Flow]] | ||
| + | | style="background-color:white;" | [[Questions:Go With the Flow#q4|Question 21]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Equilibria in the Blood|Equilibria in the Blood]] | ||
| + | | style="background-color:white;" | [[Questions:Equilibria in the Blood#q2|Question 12]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]] | ||
| + | | style="background-color:white;" | [[Questions:Indoor Air Pollution#q5|Question 50]] | ||
| + | |} | ||
| + | |||
| + | '''<big>Physics</big>''' | ||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2026 Physics Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Charged Drops|Charged Drops]] | ||
| + | | style="background-color:white;" | [[Questions:Charged Drops#q3|Question 48]] | ||
| + | |} | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Develop 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. | ||
| + | | Level4 = Develop 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. | ||
| + | | Level3 = Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction. | ||
| + | | Level2 = Use 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. | ||
| + | | Level1 = Use 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. | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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| − | | SEP1 = | + | | SEP1 = Developing and Using Models |
| − | | DCI1 = | + | * Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. |
| − | | CC1 = | + | | DCI1 = PS3.C: Relationship Between Energy and Forces |
| + | * When two objects interacting through a field change relative position, the energy stored in the field is changed. | ||
| + | | CC1 = Cause and Effect | ||
| + | * Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. | ||
}} | }} | ||
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{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[Chemistry]] | + | | SUBJECT = [[Chemistry|{{#far:atom}} Chemistry]] and [[Physics|{{#far:scale-unbalanced}} Physics]] |
| − | | TOPIC = | + | | TOPIC = HS. Energy |
}} | }} | ||
| + | <metadesc>NYS Standard HS-PS3-5: Develop 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.</metadesc> | ||
Latest revision as of 22:36, 20 September 2026
Develop 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.
Clarification statement: Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are near each other.
Assessment boundary: Assessment is limited to systems containing two objects.
Note: This is a performance expectation for both HS Physics and HS Chemistry. For chemistry, there is a focus on "atomic structure, interaction of subatomic particles, binding energy, bond formation, polarity, intermolecular forces, non-ideal gas behavior" (as per the NYSED high school course maps).
Assessment
What assessment of HS-PS3-5 might look like on a NY state exam.
Chemistry
| Exam | Cluster | Question |
|---|---|---|
| August 2026 | Go With the Flow | Question 21 |
| June 2026 | Equilibria in the Blood | Question 12 |
| Indoor Air Pollution | Question 50 |
Physics
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | Charged Drops | Question 48 |
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.
☐
Level 1: Use 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.
☐
Level 2: Use 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.
☐
Level 3: Develop a model of two objects interacting and illustrate the forces between objects and the changes in energy of the objects due to the interaction.
☐
Level 4: Develop 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.
☐
Level 5: Develop 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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS3-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
- PS3.C: Relationship Between Energy and Forces
- When two objects interacting through a field change relative position, the energy stored in the field is changed.
Crosscutting Concepts
- Cause and Effect
- Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Page contributors: Conrad Richman, Caroline Leonard