New York State P-12 Science Learning Standards
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
HS. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the period,
frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in
various media.[Clarification Statement: Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or
standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth,
and direction of waves due to reflection and refraction.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those
relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory,
transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
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 (quantum theory), 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 of the photoelectric effect is limited to qualitative descriptions.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the
idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation
depends on the energy of the radiation. Examples of published materials could include scientific journals, trade books, magazines, web resources, videos,
and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave
behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification
Statement: Examples could include Doppler effect, solar cells capturing light and converting it to electricity; medical imaging; and communications
technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and
location of objects, and focal lengths of lenses and mirrors. [Clarification Statement: Emphasis should be on analyzing ray
diagrams to determine image size and location.] [Assessment Boundary: Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex
The performance expectations above were developed using the following elements from the NRC document
A Framework for K-12 Science Education
:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 9–12 builds
from grades K–8 experiences and progresses to formulating,
refining, and evaluating empirically testable questions and
design problems using models and simulations.
Evaluate questions that challenge the premise(s) of an
argument, the interpretation of a data set, or the
suitability of a design. (HS- PS4-2)
Using Mathematics and Computational Thinking
Mathematical and computational thinking at the 9-12 level
builds on K-8 and progresses to using algebraic thinking and
analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and
computational tools for statistical analysis to analyze,
represent, and model data. Simple computational simulations
are created and used based on mathematical models of
basic assumptions.
Use mathematical representations of phenomena or design
solutions to describe and/or support claims and/or
explanations. (HS-PS4-1),(HS-PS4-6)
Engaging in Argument from Evidence
Engaging in argument from evidence in 9–12 builds on K–8
experiences and progresses to using appropriate and
sufficient evidence and scientific reasoning to defend and
critique claims and explanations about natural and designed
worlds. Arguments may also come from current scientific or
historical episodes in science.
Evaluate the claims, evidence, and reasoning behind
currently accepted explanations or solutions to
determine the merits of arguments. (HS-PS4-3)
Obtaining, Evaluating, and Communicating
Information
Obtaining, evaluating, and communicating information in 9–
12 builds on K–8 and progresses to evaluating the validity and
reliability of the claims, methods, and designs.
Evaluate the validity and reliability of multiple claims that
appear in scientific and technical texts or media reports,
verifying the data when possible. (HS-PS4-4)
Communicate technical information or ideas (e.g. about
phenomena and/or the process of development and the
design and performance of a proposed process or system)
in multiple formats (including orally, graphically, textually,
and mathematically). (HS-PS4-5)
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Disciplinary Core Ideas
PS3.D: Energy
Solar cells are human-made devices that likewise
capture the sun’s energy and produce electrical
energy. (secondary to HS-PS4-5)
PS4.A: Wave Properties
The wavelength and frequency of a wave are related
to one another by the speed of travel of the wave,
which depends on the type of wave and the medium
through which it is passing. (HS-PS4-1)
Information can be digitized (e.g., a picture stored as
the values of an array of pixels); in this form, it can be
stored reliably in computer memory and sent over long
distances as a series of wave pulses. (HS-PS4-2),(HS-
PS4-5)
[From the 3–5 grade band endpoints] Waves can add
or cancel one another as they cross, depending on
their relative phase (i.e., relative position of peaks and
troughs of the waves), but they emerge unaffected by
each other. (Boundary: The discussion at this grade
level is qualitative only; it can be based on the fact that
two different sounds can pass a location in different
directions without getting mixed up.) (HS-PS4-3)
(NYSED) The location and size of an image are related
to the location and size of an object for a plane mirror.
The location and size of an image (real or virtual) are
related to the location and size of an object and the
focal distance for convex and concave mirrors. (HS-
PS4-6)
(NYSED) The location and size of an image (real or
virtual) are related to the location and size of an object
and the focal distance for biconvex and biconcave
lenses. (HS-PS4-6)
PS4.B: Electromagnetic Radiation
Electromagnetic radiation (e.g., radio, microwaves,
light) can be modeled as a wave of changing electric
and magnetic fields or as particles called photons. The
wave model is useful for explaining many features of
electromagnetic radiation, and the particle model
explains other features. (HS-PS4-3)
When light or longer wavelength electromagnetic
radiation is absorbed in matter, it is generally converted
into thermal energy (heat). Shorter wavelength
electromagnetic radiation (ultraviolet, X-rays, gamma
rays) can ionize atoms and cause damage to living cells.
Crosscutting Concepts
Patterns
Different patterns may be observed at
each of the scales at which a system
is studied and can provide evidence
for causality in explanations of
phenomena. (HS-PS4-6)
Mathematical representations can be
used to identify certain patterns. (HS-
PS4-6)
Cause and Effect
Empirical evidence is required to
differentiate between cause and
correlation and make claims about
specific causes and effects. (HS-PS4-
1)
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. (HS-PS4-4)
Systems can be designed to cause a
desired effect. (HS-PS4-5)
Systems and System Models
Models (e.g., physical, mathematical,
computer models) can be used to
simulate systems and interactions—
including energy, matter, and
information flows—within and
between systems at different scales.
(HS-PS4-3)
Stability and Change
Systems can be designed for greater
or lesser stability. (HS-PS4-2)
--------------------------------
Connections to Engineering,
Technology
and Applications of Science
Interdependence of Science,
Engineering, and Technology
Science and engineering
complement each other in the
cycle known as research and
development (R&D). (HS- PS4-5)