High School Regents Chemistry (2024)

Other New York Science sets

• Grade Pre-K
• Grade K
• Grade 1
• Grade 2
• 3-5. Engineering Design
• Grade 3
• NY Grade 3 Science Learning Standards
• Grade 4
• NY Grade 4 Science Learning Standards
• Grade 5
• NY Grade 5 Science Learning Standards
• Grades 6, 7, 8
• MS. Chemical Reactions
• MS. Energy
• MS. Engineering Design
• MS. Forces and Interactions
• MS. Growth, Development, and Reproduction of Organisms
• MS. History of Earth
• MS. Human Impacts
• MS. Interdependent Relationships in Ecosystems
• MS. Matter and Energy in Organisms and Ecosystems
• MS. Natural Selection and Adaptations
• MS. Space Systems
• MS. Structure and Properties of Matter
• MS. Structure, Function, and Information Processing
• MS. Waves and Electromagnetic Radiation
• MS. Weather and Climate
• Physical Science - Crosscutting Concepts
• Physical Science - Disciplinary Core Ideas
• Physical Science - Science and Engineering Practices
• Biology Living Environment
• Earth & Space: High School
• Grades 9, 10, 11, 12
• HS Life Science: Biology
• HS. Chemical Reactions
• HS. Earth's Systems
• HS. Energy
• HS. Engineering Design
• HS. Forces and Interactions
• HS. History of the Earth
• HS. Human Sustainability
• HS. Inheritance and Variation of Traits
• HS. Interdependent Relationships in Ecosystems
• HS. Natural Selection and Evolution
• HS. Structure and Function
• HS. Structure and Properties of Matter
• HS. Waves and Electromagnetic Radiation
• HS. Weather and Climate
• Physical Setting/Earth Science
• HS. Matter and Energy in Organisms and Ecosystems
• HS. Space Systems
• MS. Earth's Systems
• Physical Setting/Chemistry

Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms or relative properties of the elements within a group or period. HS-PS1-1 - Level1

Use the periodic table as a model to construct a representation of chemical behavior using relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS-PS1-1 - Level5

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. HS-PS1-1 - Level4

Use the periodic table as a model to describe the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS-PS1-1 - Level3

Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms and the relative properties of elements within a group or period. HS-PS1-1 - Level2

Use data from an investigation or provided information to identify a pattern in bulk scale properties of substances as it relates to the relative strength of electrical forces between particles. HS-PS1-3 - Level1

Plan and conduct multiple investigations to gather and evaluate evidence that compares the structure of substances at the bulk scale to explain the strength of electrical forces between particles. HS-PS1-3 - Level5

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-3 - Level4

Given a plan, conduct an investigation or given the results of an investigation or provided information, describe patterns of the relative strength of electrical forces between particles, based on structures, and/or the resulting properties at bulk scale.HS-PS1-3 - Level3

Given a plan, conduct an investigation or given the results of an investigation or provided information, make a claim that compares the relative strength of electrical forces between particles of substances at the bulk scale. HS-PS1-3 - Level2

Use information to identify a particulate level structure or function of a designed material. HS-PS1-8 - Level1

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. HS-PS1-8 - Level5

Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials. HS-PS1-8 - Level4

Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s). HS-PS1-8 - Level3

Use information to describe how the particulate-level structure of designed material(s) supports its function. HS-PS1-8 - Level2

Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant. HS-PS1-9 (NYSED) - Level1

Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas. HS-PS1-9 (NYSED) - Level5

Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas. HS-PS1-9 (NYSED) - Level4

Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant. HS-PS1-9 (NYSED) - Level3

Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant. HS-PS1-9 (NYSED) - Level2

Use data/information to identify a relationship between the formation, property, and/or behavior of one or more solutions. HS-PS1-10 (NYSED) - Level1

Evaluate the validity of claims, evidence, and/or reasoning of currently accepted explanations regarding formation, properties and behaviors of solutions at bulk scales. HS-PS1-10 (NYSED) - Level5

Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scalesHS-PS1-10 (NYSED) - Level4

Use data/information that provides evidence to make and/or support a claim that identifies relationships between the formation, properties and/or behaviors of solutions at bulk scales.HS-PS1-10 (NYSED) - Level3

Construct and/or use a mathematical representation as evidence to determine the quantities required to form or describe a solution. HS-PS1-10 (NYSED) - Level2

Given possible reaction outcomes, identify the outcome of a simple chemical reaction using the outermost electron states of atoms, trends in the periodic table, or knowledge of the patterns of chemical properties. HS-PS1-2 - Level1

Construct, revise, and evaluate explanations for the outcome of simple chemical reactions based on the predictable behavior of reactants, the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-2 - Level5

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. HS-PS1-2 - Level4

Construct or 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/or knowledge of the patterns of chemical properties. HS-PS1-2 - Level3

Predict the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties. HS-PS1-2 - Level2

Use a model/information to identify the changes in energy in a chemical reaction system.HS-PS1-4 - Level1

Develop and critique models to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1-4 - Level5

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. HS-PS1-4 - Level4

Develop and/or use a model to describe the energy associated with the formation and/or the breaking of a bond(s) between atoms. HS-PS1-4 - Level3

Use a model to describe the release or absorption of energy from a chemical reaction system. HS-PS1-4 - Level2

Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied.HS-PS1-5 - Level1

Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied. HS-PS1-5 - Level5

Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied. HS-PS1-5 - Level4

Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied. HS-PS1-5 - Level3

Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied. HS-PS1-5 - Level2

Use information provided to identify a change in the experimental conditions that would modify the amount of products or reactants at equilibrium. HS-PS1-6 - Level1

Optimize the design of a chemical system by explaining how multiple changes to experimental conditions will increase the amounts of products in a system at equilibrium. HS-PS1-6 - Level5

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. HS-PS1-6 - Level4

Explain how a change in the design of a chemical system and/or experimental conditions would affect the amount of products and/or reactants at equilibrium.HS-PS1-6 - Level3

Identify a modification to the design or to the experimental conditions of a chemical system and/or describe the effect on the products and/or reactants at equilibrium. HS-PS1-6 - Level2

Use information provided to identify mathematical representations that demonstrate atoms and/or mass are conserved during a chemical reaction. HS-PS1-7 - Level1

Create and revise mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-7 - Level5

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-7 - Level4

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. HS-PS1-7 - Level3

Use or complete a mathematical representation to demonstrate that atoms and/or mass are conserved during a chemical reaction.HS-PS1-7 - Level2

Given an investigation plan or provided information, select appropriate tools and/or materials that could be used to identify a property or behavior of an acid or base. HS-PS1-11 (NYSED) - Level1

Plan and conduct multiple investigations to compare, explain, and predict properties and behaviors of acids and bases. HS-PS1-11 (NYSED) - Level5

Plan and conduct an investigation to compare properties and behaviors of acids and bases. HS-PS1-11 (NYSED) - Level4

Given a plan, conduct an investigation or given the results of an investigation or provided information, compare the properties and/or behaviors of acids and/or bases. HS-PS1-11 (NYSED) - Level3

Given the results of an investigation or provided information, calculate a quantity or make a claim to identify a property and/or behavior of an acid or base. HS-PS1-11 (NYSED) - Level2

Use provided information to identify a reaction or a component(s) in a model that illustrates the transfer of electrons within a system. HS-PS1-12 (NYSED) - Level1

Evaluate claims and analyze evidence to communicate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system. HS-PS1-12 (NYSED) - Level5

Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system. HS-PS1-12 (NYSED) - Level4

Use a model (e.g. electrochemical cell) or information that provides evidence to make a claim or support the argument that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system. HS-PS1-12 (NYSED) - Level3

Use or provide evidence to demonstrate that some chemical reactions involve the transfer of electrons within a system. HS-PS1-12 (NYSED) - Level2

Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.HS-PS3-1 - Level1

Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. HS-PS3-1 - Level5

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. HS-PS3-1 - Level4

Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. HS-PS3-1 - Level3

Use a mathematical representation, data or a given model to predict and/or describe the energy transfer of a component of a system.HS-PS3-1 - Level2

Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction. HS-PS3-5 - Level1

Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction. HS-PS3-5 - Level5

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. HS-PS3-5 - Level4

Develop a model of two objects interacting and illustrate the forces between objects or the changes in energy of the objects due to the interaction.HS-PS3-5 - Level3

Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction. HS-PS3-5 - Level2

Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided. HS-PS4-4 - Level1

Gather and evaluate a variety of valid and reliable sources to formulate a claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing qualitative evidence with scientific reasoning. HS-PS4-4 - Level5

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. HS-PS4-4 - Level4

Make and support a claim, using scientific and/or technical information, that describes the effects of a frequency and/or wavelength of electromagnetic radiation when absorbed by matter. HS-PS4-4 - Level3

Use information that provides evidence to support a claim that describes the effects of different frequencies, relative energies, and/or wavelengths of electromagnetic radiation when absorbed by matter. HS-PS4-4 - Level2

Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy. HS-LS1-5 - Level1

Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-5 - Level5

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-5 - Level4

Use a model to describe how the process of photosynthesis conserves energy and/or matter. HS-LS1-5 - Level3

Use a model/information demonstrating photosynthesis to identify energy and matter components. HS-LS1-5 - Level2

Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants. HS-ETS1-1 - Level1

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants. HS-ETS1-1 - Level5

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-1 - Level4

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wantsHS-ETS1-1 - Level3

Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.HS-ETS1-1 - Level2

Identify the solution, from those provided, that addresses a smaller, more manageable real world problem. HS-ETS1-2 - Level1

For a complex real world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub problem. HS-ETS1-2 - Level5

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS-ETS1-2 - Level4

Given a complex real world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.HS-ETS1-2 - Level3

Given a complex real world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering. HS-ETS1-2 - Level2

Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints. HS-ETS1-3 - Level1

Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment. HS-ETS1-3 - Level5

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-3 - Level4

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts. HS-ETS1-3 - Level3

Describe a solution to a complex real-world problem based on given criteria and constraints. HS-ETS1-3 - Level2

Identify the impact of a given solution to a complex real-world problem. HS-ETS1-4 - Level1

Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem. HS-ETS1-4 - Level5

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problemHS-ETS1-4 - Level4

Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem. HS-ETS1-4 - Level3

Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem. HS-ETS1-4 - Level2