MS. Structure & Properties of Matter

Develop models to describe the atomic composition of simple molecules and extended structures. [MS-PS1-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop models and evaluate limitations for the models to describe the atomic composition of complex molecules and extended structures.

Develop models to describe the atomic composition of simple molecules and extended structures.

Interpret models to describe the atomic composition of simple molecules or extended structures.

Interpret a model to describe the atomic composition of simple molecules.

Developing & Using Models

• Develop a model to predict and/or describe phenomena.

Patterns

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Graphs, charts, and images can be used to identify patterns in data.

PS1.A: Structure and Properties of Matter

• (NYSED) Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

Clarification Statement

Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could include drawings, 3D ball and stick structures, or computer representations showing different substances with different types of atoms.

Assessment Boundary

Assessment does not include valence electrons and bonding energy, discussing the individual ions composing complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.

MS. Structure & Properties of Matter

Develop models to describe the atomic composition of simple molecules and extended structures. [MS-PS1-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop models and evaluate limitations for the models to describe the atomic composition of complex molecules and extended structures.

Develop models to describe the atomic composition of simple molecules and extended structures.

Interpret models to describe the atomic composition of simple molecules or extended structures.

Interpret a model to describe the atomic composition of simple molecules.

Developing & Using Models

• Develop a model to predict and/or describe phenomena.

Patterns

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Graphs, charts, and images can be used to identify patterns in data.

PS1.A: Structure and Properties of Matter

• (NYSED) Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

Clarification Statement

Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could include drawings, 3D ball and stick structures, or computer representations showing different substances with different types of atoms.

Assessment Boundary

Assessment does not include valence electrons and bonding energy, discussing the individual ions composing complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.

MS. Structure & Properties of Matter

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [MS-PS1-3]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Gather and make sense of information from multiple sources to describe how synthetic materials that come from natural resources can be designed to serve a particular function that has positive and/or negative impacts on society.

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Read and interpret information to describe that synthetic materials come from natural resources and/or impact society.

Given information, identify one synthetic material that comes from natural resources and/or how the synthetic material impacts society.

Obtaining, Evaluating, & Communicating Information

• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Structure and Function

• Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Connections to Engineering, Technology, & Applications of Science

Interdependence of Science, Engineering, & Technology

• Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Influence of Science, Engineering and Technology on Society and the Natural World

• The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.

PS1.A: Structure and Properties of Matter:

• (NYSED) Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

PS1.B: Chemical Reactions

• (NYSED) Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles, and these new substances have different properties from those of the reactants.

Clarification Statement

Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.

Assessment Boundary

Assessment is limited to the qualitative interpretation of evidence provided.

MS. Structure & Properties of Matter

Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed. [MS-PS1-4]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop a model that predicts and describes changes in the patterns of particle motion, temperature, pressure, and phase (state) of a substance when thermal energy is added or removed and evaluate the limitations of that model.

Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.

Given a model, predict or describe the changes in particle motion and temperature, or particle motion and phase (state) of a substance when thermal energy is added or removed.

Given a model, identify the change in particle motion or temperature or phase (state) of a substance when thermal energy is added or removed.

Developing and Using Models

• Develop a model to predict and/or describe phenomena.

Cause & Effect

• Cause and effect relationships may be used to predict phenomena in natural or designed systems.

PS1.A: Structure and Properties of Matter

• (NYSED) In a solid, the particles are closely spaced and vibrate in position but do not change their relative locations. In a liquid, the particles are closely spaced but are able to change their relative locations. In a gas, the particles are widely spaced except when they happen to collide and constantly change their relative locations.
• (NYSED) The changes of state that occur with variations in temperature and/or pressure can be described and predicted using these models of matter.

PS3.A: Definitions of Energy

• (NYSED) The term “heat” as used in everyday language refers both to thermal energy (the motion of particles within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)
• (NYSED) Temperature is not a form of energy. Temperature is a measurement of the average kinetic energy of the particles in a sample of matter. (secondary to MS-PS1-4)

Clarification Statement

Emphasis is on qualitative particulate level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of phase occurs. Examples of models could include drawings and diagrams. Examples of particles could include ions, molecules, or atoms. Examples of substances could include sodium chloride, water, carbon dioxide, and helium.

MS. Structure & Properties of Matter

Use evidence to illustrate that density is a property that can be used to identify samples of matter. [MS-PS1-7]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Using measurements, calculations and observations as evidence, construct an argument, using density values, that either supports or refutes the identity of various samples of matter.

Use evidence to illustrate that density is a property that can be used to identify samples of matter.

Given evidence, identify the argument that illustrates that density is a property that can be used to identify a given sample(s) of matter.

Given an argument, identify the evidence that illustrates that density is a property that can be used to identify a given sample(s) of matter.

Engaging in Argument from Evidence

• Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Patterns

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

PS1.A: Structure and Properties of Matter

• (NYSED) Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Clarification Statement

Emphasis should be on students measuring the masses and volumes of regular and irregular shaped objects, calculating their densities, and identifying the samples of matter.

MS. Structure & Properties of Matter

Plan and conduct an investigation to demonstrate that mixtures are combinations of substances. [MS-PS1-8]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and conduct multiple scientific investigations to provide evidence that mixtures are physical combinations of substances.

Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.

Conduct a given investigation to provide evidence that mixtures are physical combinations of substances.

Given an investigation and data, identify the substances that were physically combined to create the mixture.

Planning & Carrying Out Investigations

• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Patterns

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

PS1.A: Structure and Properties of Matter

• (NYSED) Mixtures are physical combinations of one or more samples of matter and can be separated by physical means.

Clarification Statement

Emphasis should be on analyzing the physical changes that occur as mixtures are formed and/or separated. Examples of common mixtures could include salt water, oil and vinegar, and air.

Assessment Boundary

Assessment is limited to separation by evaporation, filtration and magnetism.

MS. Chemical Reactions

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [MS-PS1-2]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and conduct an investigation to gather, analyze, and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Given a chemical reaction, identify properties of the substances that are different before and after the reaction has taken place.

Given information about a reaction, identify the statement, from those provided, that provides evidence that a chemical reaction took place.

Analyzing & Interpreting Data

• Analyze and interpret data to determine similarities and differences in findings.

Patterns

• Macroscopic patterns are related to the nature of microscopic and atomic level structure.

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence:

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

PS1.A: Structure and Properties of Matter

• (NYSED) Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

Clarification Statement

Examples of chemical reactions could include burning of a wooden splint, souring of milk and decomposition of sodium bicarbonate.

Assessment Boundary

Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, color change, gas production and odor.

MS. Chemical Reactions

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [MS-PS1-5]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop and use a model (including balanced equations and/or atomic masses) to describe how the total number of each type of atom does not change in a chemical reaction and because of this, mass is conserved.

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

Given a model, describe how the total number of each type of atom does not change in a chemical reaction and/or that mass is conserved.

Given a model showing a chemical reaction, identify evidence that proves the total number of atoms is conserved.

Developing & Using Models

• Develop a model to describe unobservable mechanisms.

Energy & Matter

• Matter is conserved because atoms are conserved in physical and chemical processes.

Connections to Nature of Science

Science Models, Laws, Mechanisms, & Theories Explain Natural Phenomena:

• Laws are regularities or mathematical descriptions of natural phenomena.

PS1.B: Chemical Reactions

• (NYSED) Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles and these new substances have different properties from those of the reactants. (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)
• The total number of each type of atom is conserved, and thus the mass does not change.

Clarification Statement

Emphasis is on the law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.

Assessment Boundary

Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.

MS. Chemical Reactions

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.* [MS-PS1-6]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Undertake design projects to construct, test, and modify devices – one that will release thermal energy and one that will absorb thermal energy during a chemical and/or physical process.

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.*

Given a project design, test and identify one modification to the device that would improve the release or absorption of thermal energy during a chemical and physical process.

Given a project design, test a device to determine whether it releases or absorbs thermal energy during a chemical or physical process.

Constructing Explanations & Designing Solutions

• Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

Energy & Matter

• The transfer of energy can be tracked as energy flows through a designed or natural system.

PS1.B: Chemical Reactions

• (NYSED) Some chemical reactions release energy, others absorb energy.

ETS1.B: Developing Possible Solutions

• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6)

ETS1.C: Optimizing the Design Solution

• Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6)
• The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary to MS-PS1-6)

Clarification Statement

Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and amount of a substance. Examples of designs could include combining vinegar and baking soda, activating glow sticks at various temperatures and dissolving ammonium chloride or calcium chloride.

Assessment Boundary

Assessment is limited to the criteria of substance amounts, reaction time, and observed temperature changes.

MS. Forces & Interactions

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [MS-PS2-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and carry out an investigation, applying Newton’s Third Law, to design solutions to problems involving the motion of two colliding objects.

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*

Given a problem, describe the motion of one of the objects when two objects collide applying Newton’s Third Law.

Given a problem and given possible solutions involving the motion of two colliding objects, determine the best solution by using Newton’s Third Law.

Constructing Explanations & Designing Solutions

• Apply scientific ideas or principles to design an object, tool, process or system.

Systems & System Models

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

Connections to Engineering, Technology, & Applications of Science

Influence of Science, Engineering, & Technology on Society and the Natural World

• The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

PS2.A: Forces and Motion

• For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).

Clarification Statement

Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.

Assessment Boundary

Assessment is limited to vertical or horizontal interactions in one dimension.

MS. Forces & Interactions

Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [MS-PS2-2]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and conduct multiple investigations under various conditions to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Given an investigation, provide evidence that shows the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Given an investigation and the data collected, identify the change in an object’s motion that depended on the sum of the forces on the object and the mass of the object.

Planning & Carrying Out Investigations

• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

Stability & Change

• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

PS2.A: Forces and Motion

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Clarification Statement

Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system (including simple machines), qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.

Assessment Boundary

Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.

MS. Forces & Interactions

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [MS-PS2-3]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Ask testable questions to carry out investigations to gather data required to determine the factors that affect the strength of electric and magnetic forces based on cause and effect relationships.

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Given data, determine one factor that affects the strength of an electric or magnetic force.

Identify a question about given information and data that would help determine the factors that affect the strength of electric or magnetic forces.

Asking Questions and Defining Problems

• Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

Cause and Effect

• Cause and effect relationships may be used to predict phenomena in natural or designed systems.

PS2.B: Types of Interactions

• Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.

Clarification Statement

Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.

Assessment Boundary

Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.

MS. Forces & Interactions

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them. [MS-PS2-4]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Construct and present arguments using multiple pieces of evidence and scientific reasoning to support the claim that gravitational interactions are attractive and depend on mass and distance.

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.

Identify the evidence that supports the claim that gravitational interactions are attractive and depend on the masses of interacting objects or the distance between them.

Identify the argument, from those provided, that supports the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.

Engaging in Argument from Evidence

• Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem

Systems & System Models

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

PS2.B: Types of Interactions

• Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass— e.g., Earth and the sun.

Clarification Statement

Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.

Assessment Boundary

Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.

MS. Forces & Interactions

Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [MS-PS2-5]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Given an investigation, identify the evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Given an investigation, identify the evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Planning & Carrying Out Investigations

• Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.

Cause & Effect

• Cause and effect relationships may be used to predict phenomena in natural or designed systems.

PS2.B: Types of Interactions

• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively).

Clarification Statement

Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations. Emphasis should be on using arrows to represent the directions of forces.

Assessment Boundary

Assessment is limited to electric and magnetic fields, and is limited to qualitative evidence for the existence of fields.

MS. Energy

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of the object and the speed of an object. [MS-PS3-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Construct and interpret multiple graphical displays of data to describe the relationships of kinetic energy to the mass of multiple objects and kinetic energy to the speed of multiple objects.

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of the object and the speed of an object.

Construct or interpret a graphical display of data to describe the relationship of kinetic energy to the mass of the object or to the speed of an object.

Identify the relationship shown in a graphical display that exists between kinetic energy and the mass of the object or between kinetic energy and the speed of an object.

Analyzing & Interpreting Data

• Construct and interpret graphical displays of data to identify linear and nonlinear relationships.

Scale, Proportion, & Quantity

• Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

PS3.A: Definitions of Energy

• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.

Clarification Statement

Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.

Assessment Boundary

Assessment could include both qualitative and quantitative evaluations of kinetic energy.

MS. Energy

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [MS-PS3-2]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop a model to describe that when the arrangement of objects interacting at a distance changes, the relative amounts of potential energy and kinetic energy in the system also changes.

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

Given a model, use evidence from the model to describe how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.

Given a model, identify the evidence from the model that describes how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.

Developing & Using Models

• Develop a model to describe unobservable mechanisms.

Systems & System Models

• Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems.

PS3.A: Definitions of Energy

• A system of objects may also contain stored (potential) energy, depending on their relative positions.

PS3.C: Relationship Between Energy and Forces

• When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.

Clarification Statement

Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.

Assessment Boundary

Assessment is limited to two objects and electric, magnetic, and gravitational interactions.

MS. Energy

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [MS-PS3-3]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Apply scientific principles to design, construct and test a device that minimizes or maximizes thermal energy transfer through a designed or natural system and explain how this device could be used to solve a real-world problem.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

Given a simple design, construct and test a device that either minimizes or maximizes thermal energy transfer in a designed system.

Given a device, test the device and determine whether it minimizes or maximizes thermal energy transfer in a designed system.

Constructing Explanations & Designing Solutions

• Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.

Energy & Matter

• The transfer of energy can be tracked as energy flows through a designed or natural system.

PS3.A: Definitions of Energy

• (NYSED) Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, phases (states), and amounts of matter present.

PS3.B: Conservation of Energy and Energy Transfer

• Energy is spontaneously transferred out of hotter regions or objects and into colder ones.

ETS1.A: Defining and Delimiting an Engineering Problem

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)

ETS1.B: Developing Possible Solutions

• A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)

Clarification Statement

Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.

Assessment Boundary

Assessment does not include calculating the total amount of thermal energy transferred.

MS. Energy

Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter. [MS-PS3-4]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Plan and conduct an investigation to calculate the total amount of energy transferred, based on the type of matter, the mass, and the change in the temperature of the sample of matter in order to determine the relationships between the variables.

Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.

Given the results of an investigation, determine the design variables or relationships among the energy transferred and the type of matter, the mass, or the change in the temperature of the sample of matter.

Given an investigation and the data collected, identify the design variables or relationship between the temperature and total energy of a system when the type or amount of matter is changed.

Planning & Carrying Out Investigations

• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

Scale, Proportion, & Quantity

• Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

PS3.A: Definitions of Energy

• (NYSED) Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, phases (states), and amounts of matter present.

PS3.B: Conservation of Energy and Energy Transfer

• (NYSED) The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the mass of the sample, and the environment.

Clarification Statement

Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.

Assessment Boundary

Assessment does not include calculating the total amount of thermal energy transferred.

MS. Energy

Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. [MS-PS3-5]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Construct, use, and present an argument, using multiple pieces of evidence, calculations and reasoning, to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

Identify the evidence that supports the argument that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

Using evidence, identify the argument that best supports the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

Engaging in Argument from Evidence

• Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.

Energy & Matter

• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

PS3.B: Conservation of Energy and Energy Transfer

• When the motion energy of an object changes, there is inevitably some other change in energy at the same time.

Clarification Statement

Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.

Assessment Boundary

Assessment could include calculations of work and energy.

MS. Energy

Make observations to provide evidence that energy can be transferred by electric currents. [MS-PS3-6]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Make qualitative and quantitative observations to provide evidence that energy can be transferred by electric currents and predict how a change in circuit components would change the data.

Make observations to provide evidence that energy can be transferred by electric currents.

Given observations, provide evidence that energy can be transferred by electric currents.

Using evidence, identify the observation, from those given, that indicates that energy can be transferred by electric currents.

Planning & Carrying Out Investigations

• Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Energy & Matter

• The transfer of energy can be tracked as energy flows through a designed or natural system.

PS3.B: Conservation of Energy and Energy Transfer

• (NYSED) An electric circuit is a closed path in which an electric current can exist.

Clarification Statement

Emphasis should be on arrangements of circuit components in series and parallel circuits.

Assessment Boundary

Assessment will be limited to qualitative analysis and reasoning.

MS. Waves & Electromagnetic Radiation

Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave. [MS-PS4-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave and predict what would happen if one of these variables was changed.

Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.

Given a model, qualitatively identify the frequency, wavelength, or amplitude of a wave or explain the relationship between the amplitude and energy in a wave.

Given a model, identify the frequency, wavelength, or amplitude of a wave or identify a relationship between them.

Using Mathematics & Computational Thinking

• Use mathematical representations to describe and/or support scientific conclusions and design solutions.

Patterns

• Graphs and charts can be used to identify patterns in data.

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Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence:

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

PS4.A: Wave Properties

• A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

Clarification Statement

Emphasis is on describing waves with both qualitative and quantitative thinking.

Assessment Boundary

Assessment is limited to comparing standard repeating waves of only one type (transverse or longitudinal).

MS. Waves & Electromagnetic Radiation

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [MS-PS4-2]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop and use models to describe that light and mechanical waves are reflected, absorbed, or transmitted through various materials.

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Given a model, identify whether a wave is being reflected, absorbed or transmitted through one material.

Developing and Using Models

• Develop a model to describe phenomena.

Structure and Function

• Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

PS4.A: Wave Properties

• A sound wave needs a medium through which it is transmitted.

PS4.B: Electromagnetic Radiation

• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
• (NYSED) The path that light travels can be traced as straight lines, except when it hits a surface between different transparent materials (e.g., air and water, air and glass) obliquely where the light path bends.
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.
• (NYSED) However, because light can travel through space, it cannot be a mechanical wave, like sound or water waves.

Clarification Statement

Emphasis is on both light and mechanical waves. Examples of models could include drawings, ray diagrams, simulations, and written descriptions. Materials could include plane, convex, and concave mirrors and biconvex and biconcave lenses.

Assessment Boundary

Assessment is limited to qualitative applications pertaining to light and mechanical waves.

MS. Waves & Electromagnetic Radiation

Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. [MS-PS4-3]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Integrate multiple pieces of qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals and how these digitized signals are used for communication purposes.

Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Identify one piece of qualitative evidence and one piece of technical information that supports the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Identify one piece of qualitative evidence or one piece of technical information that supports the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Obtaining, Evaluating, & Communicating Information

• Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings.

Structure & Function

• Structures can be designed to serve particular functions.

Connections to Engineering, Technology, & Applications of Science

Influence of Science, Engineering, & Technology on Society and the Natural World

• Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.

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Connections to Nature of Science

Science is a Human Endeavor

• Advances in technology influence the progress of science and science has influenced advances in technology.

PS4.C: Information Technologies & Instrumentation

• Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

Clarification Statement

Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.

Assessment Boundary

Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.

MS. Engineering Design

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. [MS-ETS1-1]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Define the criteria and constraints of a design problem, specifying the importance of each, with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Define the constraints of a design problem, taking into account relevant scientific principles, or potential impacts on people or the natural environment, that may limit possible solutions.

Identify one criterium or constraint to a design problem, from those provided, that best ensures a successful solution to a potential impact on people or the natural environment.

Asking Questions and Defining Problems

• Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Influence of Science, Engineering, and Technology on Society and the Natural World

• All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
• The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

ETS1.A: Defining and Delimiting Engineering Problems

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

MS. Engineering Design

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. [MS-ETS1-2]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem and defend the best design solution based on the criteria and constraints

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Evaluate a design solution using a systematic process based on whether it meets the criteria and/or constraints of the problem.

Identify a design solution, from those provided, that best meets the criteria and/or constraints for a given problem.

Engaging in Argument from Evidence

• Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

ETS1.B: Developing Possible Solutions

• There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

MS. Engineering Design

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. [MS-ETS1-3]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each design solution, based on scientific ideas and engineering principles, that can be combined into a new solution, with justification, to bett

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Given the similarities and differences between two different design solutions, identify the best characteristics of each solution.

Given data from tests, determine the similarities or differences between two design solutions.

Analyzing and Interpreting Data

• Analyze and interpret data to determine similarities and differences in findings.

ETS1.B: Developing Possible Solutions

• There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution

• Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

MS. Engineering Design

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. [MS-ETS1-4]

NYS Level 4

NYS Level 3

NYS Level 2

NYS Level 1

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved, and compare this design to other solutions to the same problem.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Given a model, collect data using iterative testing and identify one modification of a proposed object, tool, or process that can improve the design.

Given a model and data collected from iterative testing, identify one modification that could improve the design.

Developing and Using Models

• Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

ETS1.B: Developing Possible Solutions

• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
• Models of all kinds are important for testing solutions.

ETS1.C: Optimizing the Design Solution

• The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.