| PS |
1.0.0.1 |
|
K-2-ETS1-1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
|
3 |
N/A |
N/A |
| PS |
1.1.1.2 |
|
HS-PS2-1 |
Analyze 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. |
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] |
3 |
RST.11-12.1; RST.11-12.7; WHST.11-12.9 |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSA.SSE.A.1 HSA.SSE.B.3 HSA.CED.A.1 HSA.CED.A.2 HSA.CED.A.4 HSF-IF.C.7 HSS-IS.A.1 |
| PS |
1.1.2.3 |
|
HS-PS2-2 |
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. |
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] |
3 |
N/A |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSA.CED.A.1 HSA.CED.A.2 HSA.CED.A.4 |
| PS |
1.1.3.4 |
|
HS-PS3-3 |
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] |
3 |
WHST.9-12.7 |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| PS |
1.1.4.5 |
|
HS-PS3-4 |
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics |
Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] |
3 |
RST.11-12.1 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 |
MP.2 MP.4 |
| PS |
1.2.1.6 |
|
HS-PS4-1 |
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media |
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] |
3 |
RST.11-12.7 |
MP.2 MP.4 HSA-SSE.A.1 HSA-SSE.B.3 HSA.CED.A.4 |
| PS |
1.2.2.7 |
|
HS-PS4-3 |
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. |
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] |
3 |
RST.9-10.8 RST.11-12.1 RST.11-12.8 |
MP.2 HSA-SSE.A.1 HSA-SSE.B.3 HSA.CED.A.4 |
| PS |
2.3.1.8 |
|
HS-PS2-5 |
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. |
Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] |
3 |
WHST.11-12.7 WHST.11-12.8 WHST.11-12.9 |
HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| PS |
2.3.2.9 |
|
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. |
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] |
3 |
WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 SL.11-12.5 |
MP.2 MP.4 |
| PS |
2.4.1.10 |
|
HS-ESS2-3 |
Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection |
Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] |
2 |
RST.11-12.1 SL.11-12.5 |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| PS |
2.4.2.11 |
|
HS-ESS1-6 |
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. |
Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] |
2 |
RST.11-12.1 RST.11-12.8 WHST.9-12.1 |
MP.2 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 HSF-IF.B.5 HSS-ID.B.6 |
| PS |
2.4.3.12 |
|
HS-ESS2-6 |
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. |
Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms |
2 |
N/A |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| PS |
2.4.4.13 |
|
HS-ESS1-4 |
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system |
Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. |
2 |
N/A |
MP.2 MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 HSA-SSE.A.1 HSA-CED.A.2 HSA-CED.A.4 |
| PS |
2.4.5.14 |
|
HS-ESS1-2 |
Construct 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 |
[Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] |
2 |
RST.11-12.1 WHST.9-12.2 |
MP.2 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 HSA-SSE.A.1 HSA-CED.A.2 HSA-CED.A.4 |
| PS |
3.0.0.15 |
|
SPIRAL REVIEW OF MEASUREMENTS |
Clarification statement: Students are reviewed/introduced to scientific notation, mass and volume |
2 |
|
|
| PS |
3.5.1.16 |
|
HS-PS3-4 |
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system(second law of thermodynamics) |
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] |
3 |
RST.11-12.1 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 |
MP.2 MP.4 |
| PS |
3.5.2.17 |
|
HS-PS1-2 |
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties |
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] |
3 |
WHST.9-12.2 WHST.9-12.5 |
HSN-Q.A.1 HSN-Q.A.3 |
| PS |
3.6.1.18 |
|
HS-PS1-6 |
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium |
Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products. |
3 |
WHST.9-12.7 |
N/A |
| PS |
3.6.2.19 |
|
HS-PS1-1 |
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |
Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen. |
2 |
RST.9-10.7 |
N/A |
| PS |
4.7.1.20 |
|
HS-PS1-4 |
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy |
Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved |
2 |
SL.11-12.5 |
MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |
| PS |
4.7.2.21 |
|
HS-PS1-7 |
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 |
2 |
N/A |
MP.2 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |
| PS |
4.8.1.22 |
|
HS-PS1-8 |
Develop 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 |
Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. |
2 |
N/A |
MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |