Title: High School Physical Science Standards Glossary Updates
Course: BPSS (SCI) Science Standards > Section: Shared Workspace > Forum: Science Standards Discussions ...

The state released the ND Science Standards Second Draft , which had some minor changes/corrections.

Below is a list of those edits done in the High School Science Standards Glossary:

Life Science

- SCI-HS.PS1.02 - VERBIAGE Dropped (and revise)
OLD 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.
NEW: Construct 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.

- SCI-HS.PS2.03 - VERBIAGE Change
OLD: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
NEW: Apply scientific principles, such as Newton's 1st & 3rd Laws, and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

- SCI-HS.PS3.02 - VERBIAGE Change
OLD: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
NEW: Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).

- SCI-HS.PS4.02 - VERBIAGE Change Addition
OLD: Evaluate questions about the advantages of using a digital transmission and storage of information.
NEW: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

- SCI-HS.PS4.03 - VERBIAGE Omission Change
OLD: Evaluate the claims, evidence, and reasoning behind behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
NEW: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

- SCI-HS.PS4.04 - VERBIAGE Change
OLD: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
NEW: 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.

- SCI-HS.PS4.05 - DROPPED from ND Science Standards
DROPPED: 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.

I noticed that there has been lots of work with the proficiency scales. So those that had content, I left in the OLD format and other with no content formatted with the new format. The NEW format to the proficiency scale was changing the glossaries proficiency scales from a table to a responsive grid to be accessibility compliant. Plus the new format also matches the new Visual Progress Report going from left to right.
We will need to meet to see how we can make those changes to the proficiency scales that were in the old format.

 The BPS District Science Standards Book will be updated later once all the glossaries are completed.

Overview of all the changes with the High School Science Standards.

Bismarck has been using the NGSS for two years in anticipation of the state adopting these as the new science standards. Of the 291 overall standards the state keep 223 the same, while making verbiage changes to 55. Plus the state dropped 7 standards while adding 6 new standards.

For High School Science those were 22 same with 5 verbiage changes and 1 dropped.

Below is a table showing the all the standards: So if you click on the Identifiers in the first column of the chart below, the Standards Glossary Term will display in a pop-up. The last column will list the type of change to the standard. You will notice a change to the Proficiency Scales to be a colored responsive grid that corresponds with the new Visual Graphics Standards Progress Report that uses dots with a target range. So there may need to be discussions on how those could populated with your new scales.

HS Physical Science Standard Changes
IDENTIFIER | 17-18 BPS SCI Standards from NGSS | 18-19 BPS SCI Standards from New ND State | STATUS
SCI-HS.PS1 | [PS1] Matter and Its Interactions | Matter and Its Interactions | SAME
SCI-HS.PS1.01 | 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. | 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. | SAME
SCI-HS.PS1.02 | 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. | Construct 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. | VERBIAGE
SCI-HS.PS1.03 | 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. | Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro scale to infer the strength of electrical forces between particles. | SAME
SCI-HS.PS1.04 | 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. | 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. | SAME
SCI-HS.PS1.05 | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. | SAME
SCI-HS.PS1.06 | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. | SAME
SCI-HS.PS1.07 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. | SAME
SCI-HS.PS1.08 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. | SAME
SCI-HS.PS2 | [PS2] Motion and Stability: Forces and Interactions | Motion and Stability: Forces and Interactions | SAME
SCI-HS.PS2.01 | Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. | Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. | SAME
SCI-HS.PS2.02 | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. | SAME
SCI-HS.PS2.03 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* | Apply scientific principles, such as Newton's 1st & 3rd Laws, and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. | VERBIAGE
SCI-HS.PS2.04 | Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. | Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. | SAME
SCI-HS.PS2.05 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. | SAME
SCI-HS.PS2.06 | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. | SAME
SCI-HS.PS3 | [PS3] Energy | Energy | SAME
SCI-HS.PS3.01 | 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. | Create a mathematical 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. | SAME
SCI-HS.PS3.02 | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). | Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects). | VERBIAGE
SCI-HS.PS3.03 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. | SAME
SCI-HS.PS3.04 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). | SAME
SCI-HS.PS3.05 | 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. | 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. | SAME
SCI-HS.PS4 | [PS4] Waves and Their Applications in Technologies for Information Transfer | Waves and Their Applications in Technologies for Information Transfer | SAME
SCI-HS.PS4.01 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. | SAME
SCI-HS.PS4.02 | Evaluate questions about the advantages of using a digital transmission and storage of information. | Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. | VERBIAGE
SCI-HS.PS4.03 | Evaluate the claims, evidence, and reasoning behind behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. | VERBIAGE
SCI-HS.PS4.04 | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. | State Dropped from NGSS | DROPPED
SCI-HS.PS4.05 | Communicate technical information about about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* | 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. | SAME