Performance expectationRefine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
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.
Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.
Every item written to HS-PS1-6 has to assess all three dimensions together, not the content alone. This is the structural change that made older practice material stop matching the exam.
Constructing Explanations and Designing Solutions
What a student at each level can do with HS-PS1-6. These drive how a cluster spreads difficulty across its items.
Summarised by ScienceIQ from the NYSED Performance Level Descriptions for Physical Science: Chemistry. These are our wording, not the Department’s — the official descriptions are the authority.
Identify a change in conditions that modifies reactants or products at equilibrium.
Identify a modification and describe its effect on equilibrium amounts.
Explain how a design or condition change affects reactants or products at equilibrium.
Refine a chemical system design by specifying changes that increase product amounts.
Phenomenon stimulus, connected items across the required types, answer key, rubric and figures drawn deterministically from a structured spec — in the format your students will sit.