Difference between revisions of "HS-PS1-7"
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| + | {{DISPLAYTITLE:HS-PS1-7 {{!}} Conservation of Mass}} | ||
{{Navlinks|HS-PS1-6|HS-PS1-11|← HS-PS1-6|HS-PS1-11 →}} | {{Navlinks|HS-PS1-6|HS-PS1-11|← HS-PS1-6|HS-PS1-11 →}} | ||
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| + | == {{Assessmentheading}} == | ||
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| + | {| 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 | ||
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| + | | rowspan="4" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Electricity Generation in New York State|Electricity Generation in New York State]] | ||
| + | | style="background-color:white;" | [[Questions:Electricity Generation in New York State#q3|Question 3]] | ||
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| + | | style="background-color:white;" | [[Questions:The Fruit Industry in New York State|The Fruit Industry in New York State]] | ||
| + | | style="background-color:white;" | [[Questions:The Fruit Industry in New York State#q3|Question 8]] | ||
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| + | | style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation|The ABCs of Ultraviolet Radiation]] | ||
| + | | style="background-color:white;" | [[Questions:The ABCs of Ultraviolet Radiation#q4|Question 29]] | ||
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| + | | style="background-color:white;" | [[Questions:Catalytic Converter in Cars|Catalytic Converter in Cars]] | ||
| + | | style="background-color:white;" | [[Questions:Catalytic Converter in Cars#q2|Question 31]] | ||
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| + | | rowspan="4" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Chemistry of Beverages|Chemistry of Beverages]] | ||
| + | | style="background-color:white;" | [[Questions:Chemistry of Beverages#q1|Question 6]] | ||
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| + | | style="background-color:white;" | [[Questions:The Accidental Development of Breathable, Waterproof Fabric|The Accidental Development of Breathable, Waterproof Fabric]] | ||
| + | | style="background-color:white;" | [[Questions:The Accidental Development of Breathable, Waterproof Fabric#q1|Question 15]] | ||
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| + | | style="background-color:white;" | [[Questions:Balloon Arches|Balloon Arches]] | ||
| + | | style="background-color:white;" | [[Questions:Balloon Arches#q2|Question 24]] | ||
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| + | | style="background-color:white;" | [[Questions:Chip Bag: PFAS vs PLA Plastics|Chip Bag: PFAS vs PLA Plastics]] | ||
| + | | style="background-color:white;" | [[Questions:Chip Bag: PFAS vs PLA Plastics#q1|Question 33]] | ||
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| + | | rowspan="3" style="background-color:white;" | [[Chemistry sample question clusters|Sample clusters]] (Spring 2025) | ||
| + | | style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster|Smartphone Chemistry]] | ||
| + | | style="background-color:white;" | [[Questions:Smartphone Chemistry Sample Cluster#q3|Question 3]] | ||
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| + | | style="background-color:white;" | [[Questions:PSC A Profitable Blueberry Field|A Profitable Blueberry Field]] | ||
| + | | style="background-color:white;" | [[Questions:PSC A Profitable Blueberry Field#q4|Question 4]] | ||
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| + | | style="background-color:white;" | [[Questions:PSC A Profitable Blueberry Field|A Profitable Blueberry Field]] | ||
| + | | style="background-color:white;" | [[Questions:PSC A Profitable Blueberry Field#q5|Question 5]] | ||
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Latest revision as of 22:36, 20 September 2026
Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Clarification statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.
Assessment boundary: Assessment does not include complex chemical reactions.
Assessment
What assessment of HS-PS1-7 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.
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Level 1: Use information provided to identify mathematical representations that demonstrate atoms and/or mass are conserved during a chemical reaction.
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Level 2: Use or complete a mathematical representation to demonstrate that atoms and/or mass are conserved during a chemical reaction.
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Level 3: Construct a mathematical representation and/or calculate a quantity (e.g. # of particles, volume of a gas, etc.), using the relationship that atoms and/or mass are conserved during a chemical reaction.
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Level 4: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
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Level 5: Create and revise mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS1-7.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS1-7 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using Mathematics and Computational Thinking
- Use mathematical representations of phenomena to support claims.
Disciplinary Core Ideas
- PS1.B: Chemical Reactions
- The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
Crosscutting Concepts
- Energy and Matter
- The total amount of energy and matter in closed systems is conserved.
Page contributors: Conrad Richman, Caroline Leonard