SCI-HS.PS1.05High School (SCI) Physical Science Standards 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Reactions (Chemistry)
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SCI-HS.PS1.06High School (SCI) Physical Science Standards 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.
Clarification Statement: Chemistry: 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. This
standard includes one variable at a time and does not include calculating equilibrium constants and
concentrations.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Reactions (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets for Chemical Equilibrium (Chemistry):Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Equilibrium (Chemistry)
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SCI-HS.PS1.07High School (SCI) Physical Science Standards SCI-HS.PS1.07 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded in the proficiency scales. Proficiency Scale for Moles and Stoichiometry (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded in the proficiency scales. Proficiency Scale for Acid and Bases (Chemistry)
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SCI-HS.PS2DCI Physical Science PS2Motion and Stability: Forces and InteractionsPerformance ExpectationsPS2 support students’ understanding of ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not. Students should be able to answer the question, “How can one explain and predict interactions between objects and within systems of objects?” The disciplinary core idea expressed in the Framework for PS2 is broken down into the sub ideas of Forces and Motion and Types of Interactions. The performance expectations in PS2 focus on students building understanding of forces and interactions and Newton’s Second Law. Students also develop understanding that the total momentum of a system of objects is conserved when there is no net force on the system. Students are able to use Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. Students are able to apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. The crosscutting concepts of patterns, cause and effect, systems and system models, and structure and function are called out as organizing concepts for these disciplinary core ideas. In the PS2 performance expectations, students are expected to demonstrate proficiency in planning and conducting investigations, analyzing data and using math to support claims, applying scientific ideas to solve design problems, and communicating scientific and technical information; and to use these practices to demonstrate understanding of the core ideas. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-HS.PS2.01High School (SCI) Physical Science Standards 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.
Clarification Statement: Physical Science and Physics: Examples of data could include tables or graphs of position or velocity as
a function of time for objects subject to a net unbalanced force, such as a falling object, an object
rolling down a ramp, or a moving object being pulled by a constant force in one dimension.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
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SCI-HS.PS2.02High School (SCI) Physical Science Standards 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
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SCI-HS.PS2.05High School (SCI) Physical Science Standards 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.
Clarification Statement: Physics: Evidence of changes within a circuit can be represented numerically, graphically, or
algebraically using Ohm's law.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student " I can" Statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
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SCI-HS.PS2.06High School (SCI) Physical Science Standards SCI-HS.PS2.06 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Clarification Statement: Chemistry: Emphasis is on the attractive and repulsive forces that determine the functioning of the
material. Examples could include why electrically conductive materials are often made of metal,
flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Structure & Properties of Matter (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Atomic Theory (Chemistry)
ResourcesWebsites Vocabulary
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SCI-HS.PS3.02High School (SCI) Physical Science Standards SCI-HS.PS3.02 Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scales. Proficiency Scale for Quantum Theory (Chemistry)
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SCI-HS.PS3.04High School (SCI) Physical Science Standards 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).
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
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