Clarification Statement - S.HS.PS.4.1.CS:
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

Assessment Boundary - S.HS.PS.4.1.AB:
Assessment is limited to algebraic relationships and describing those relationships qualitatively .

Science and Engineering Practices - 9-12.SEP5.4:
Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas - S.HS.PS.4.1.DCI:
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.

Crosscutting Concepts - CC2.8:
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Clarification Statement - S.HS.PS.4.2.CS:
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, a

Science and Engineering Practices - 9-12.SEP1.1:
Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

Disciplinary Core Ideas - S.HS.PS.4.2.DCI:
PS4.A: Wave Properties •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.

Crosscutting Concepts - CC6.7:
Systems can be designed for greater or lesser stability.

Clarification Statement - S.HS.PS.4.3.CS:
Emphasis is on how the experimental ev idence supports the claim and how a theory is generally modified in light of new ev idence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.

Assessment Boundary - S.HS.PS.4.3.AB:
Assessment does not include using quantum theory Assessment of the photoelectric effect is limited to qualitative descriptions.

Science and Engineering Practices - 9-12.SEP7.1:
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Disciplinary Core Ideas - S.HS.PS.4.3.DCI:
PS4.A: Wave Properties •[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.) 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.

Crosscutting Concepts - CC3.8:
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.

Clarification Statement - S.HS.PS.4.4.CS:
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 inclu

Assessment Boundary - S.HS.PS.4.4.AB:
Assessment is limited to qualitative descriptions

Science and Engineering Practices - 9-12.SEP8.2:
Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible

Disciplinary Core Ideas - S.HS.PS.4.4.DCI:
PS4.B: Electromagnetic Radiation •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 - CC2.10:
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.

Clarification Statement - S.HS.PS.4.5.CS:
Examples could include solar cells capturing light and conv erting it to electricity ; medical imaging; and communications technology.

Assessment Boundary - S.HS.PS.4.5.AB:
Assesments are limited to qualitative information. Assessments do not include band theory.

Science and Engineering Practices - 9-12.SEP8.1:
Communicate scientific and technical information the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

Disciplinary Core Ideas - S.HS.PS.4.5.DCI:
PS3.D: Energy in Chemical Processes •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 •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. PS4.B: Electromagnetic Radiation •Photoelectric materials emit electrons when they absorb light of a high-enough frequency. PS4.C: Information Technologies and Instrumentation •Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.

Crosscutting Concepts - CC2.9:
Systems can be designed to cause a desired effect.

Clarification Statement - S.HS.PS.4.6.CS:
Emphasis should be on analyzing ray diagrams to determine image size and location.

Assessment Boundary - S.HS.PS.4.6.AB:
Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex and biconcave lenses.

Science and Engineering Practices - 9-12.SEP5.4:
Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas - S.HS.PS.4.6.DCI:
PS4.A: Wave Properties •(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. •(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.

Crosscutting Concepts - CC1.13:
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.

Crosscutting Concepts - CC1.14:
Mathematical representations can be used to identify certain patterns.