HS. Space Systems

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
• High School Regents Chemistry (2024)
• 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
• MS. Earth's Systems
• Physical Setting/Chemistry

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS1-1)HS.SS.SEP.1a

Use mathematical or computational representations of phenomena to describe explanations. (HS-ESS1-4)HS.SS.SEP.2a

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2),(HS-ESS1-7)HS.SS.SEP.3a

Communicate scientific 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-ESS1-3)HS.SS.SEP.4a

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-ESS1-2)HS.SS.SEP.5a

The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-ESS1-1)HS.SS.DCI.ESS1.A.1

The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-ESS1-2),(HS-ESS1-3)HS.SS.DCI.ESS1.A.2

The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (HS-ESS1- 2)HS.SS.DCI.ESS1.A.3

Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-ESS1-2),(HSESS1-3)HS.SS.DCI.ESS1.A.4

Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)HS.SS.DCI.ESS1.B.1

(NYSED) Earth and celestial phenomena can be described by principles of relative motion and perspective. (HS-ESS1-7)HS.SS.DCI.ESS1.B.2

Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1)HS.SS.DCI.PS3.D.1

Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondarytoHS-ESS1-2)HS.SS.DCI.PS4.B.1

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-ESS1-7)HS.SS.CC.1a

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HS-ESS1-1)HS.SS.CC.2a

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-ESS1-4)HS.SS.CC.2b

Energy cannot be created or destroyed– only moved between one place and another place, between objects and/or fields, or between systems. (HS-ESS1- 2)HS.SS.CC.3a

In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-ESS1-3)HS.SS.CC.3b

Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (HS-ESS1- 2),(HS-ESS1-4)HS.SS.CC.4a

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. (HS-ESS1-2)HS.SS.CC.5a

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-ESS1-2)HS.SS.CC.5b