Difference between revisions of "HS-PS2-6"
From NY Science Standards Wiki
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''Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.'' | ''Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.'' | ||
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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="3" style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]] | ||
| + | | style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q4|Question 13]] | ||
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| + | | style="background-color:white;" | [[Questions:Semiconductors|Semiconductors]] | ||
| + | | style="background-color:white;" | [[Questions:Semiconductors#q4|Question 17]] | ||
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| + | | style="background-color:white;" | [[Questions:Safe Transport of Drinking Water|Safe Transport of Drinking Water]] | ||
| + | | style="background-color:white;" | [[Questions:Safe Transport of Drinking Water#q3|Question 46]] | ||
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| + | | rowspan="4" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]] | ||
| + | | 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#q3|Question 17]] | ||
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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#q2|Question 34]] | ||
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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#q4|Question 36]] | ||
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| + | | style="background-color:white;" | [[Questions:All About Aluminum|All About Aluminum]] | ||
| + | | style="background-color:white;" | [[Questions:All About Aluminum#q1|Question 42]] | ||
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| + | | 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#q2|Question 2]] | ||
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Latest revision as of 22:36, 20 September 2026
Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
Clarification statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.
Assessment boundary: Assessment is limited to provided particulate structures of specific designed materials.
Note: this performance expectation integrates traditional science content with engineering through a Practice or Disciplinary Core Idea.
Assessment
What assessment of HS-PS2-6 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 to identify a particulate-level structure or function of a designed material.
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Level 2: Use information to describe how the particulate-level structure of designed material(s) supports its function.
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Level 3: Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s).
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Level 4: Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
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Level 5: Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-PS2-6.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-PS2-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Obtaining, Evaluating, and Communicating Information
- Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
Disciplinary Core Ideas
- PS2.B: Types of Interactions
- Attraction and repulsions between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
- PS1.A Structure and Properties of Matter (secondary to HS-PS2-6)
- The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
Crosscutting Concepts
- Structure and Function
- Investigating or designing new systems or structures requires a detailed explanation of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
Page contributors: Conrad Richman, Caroline Leonard