High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction
SCI-HS.PS1.02 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.
Clarification Statement: Physical Science: Examples of chemical reactions could include the reaction of sodium and
chlorine, carbon and oxygen, or hydrogen and oxygen. Reaction classification includes
synthesis, decomposition, single displacement, double displacement, and acid-base.
Chemistry: Examples of chemical reactions could include the reaction of sodium and
chlorine, carbon and oxygen, or carbon and hydrogen. Reaction classification aids in the
prediction of products (e.g. synthesis, decomposition, single displacement, double
displacement, and acid-base) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter
The periodic table orders elements horizontally by the
number of protons in the atom’s nucleus and places those
with similar chemical properties in columns. The repeating
patterns of this table reflect patterns of outer electron states.
PS1.B: Chemical Reactions
The fact that atoms are conserved, together with knowledge
of the chemical properties of the elements involved, can be
used to describe and predict chemical reactions.
Student Learning Targets:
Knowledge Targets
I can
Reasoning Targets
I can
Skills (Performance) Targets
I can
Product Targets
I can
Student "I can" statements are embedded within the proficiency scale.
Proficiency Scale (Physical Science)
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Themselves as an individual (myself, my family, my friends)
Our society (environment, economy, infrastructure)
Our culture (beliefs, norms, people)
Our species (mankind, global, environment)
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student will be able to (Acids, Bases and Salts):
For simple acid/base reactions: a student can identify and describe the evidence to construct the explanation, including:
Identification of the products and reactants, including their chemical formulas and the arrangement of their outermost (valence) electrons;
Identification that the number and types of atoms are the same both before and after a reaction;
For simple acid/base reactions: Students use evidence to develop a model in which they identify and describe the relevant components, including:
The chemical reaction, the system, and the surroundings under study;
The bonds that are broken during the course of the reaction;
The bonds that are formed during the course of the reaction;
The student will be able to (Chemical Reactions):
Distinguish among five general types of chemical reactions.
Predict the products of some reactions based on the reaction type.
Demonstrate how to balance chemical equations.
Using a balanced chemical equation: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Calculate the relative masses of reactants and products from a chemical reaction.
Recognize some signs that a chemical reaction may be taking place.
Identify mole ratios in a balanced chemical reaction.
Describe the factors affecting reaction rates.
Describe the difference between endothermic and exothermic reactions and be able to determine whether the products have more or less bond energy than the reactants.
Describe how to detect whether a chemical change has occurred.
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2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student will be able to define (Acid, Bases and Salts):
The student will be able to define (Chemical Reactions):
acid, antacid, base, electrolyte, indicator, neutralization, pH, salt
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
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0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.
-
Resources
Websites
Vocabulary
Student Learning Targets:
Student learning targets are embedded in the proficiency scale.
Proficiency Scale for Chemical Reactions (Chemistry)
Score
Description
Student Targets and Activities
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student will:
HS-PS1-2-Construct and revise an explanation for the outcome of a simple chemical reaction basedon the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns ofchemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).
HS-PS1-5-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 (for example, use evidence from temperature, concentration, and rate data to explain qualitative relationships between rate and temperature in a simple reaction with two reactants, focusing on the number and energy of collisions between molecules).HS-PS1-6-Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (for example, apply Le Chatelier's principle to think of ways to increase product formation through the addition of reactants or removal of products).
Completes and balances a reaction from word equation prompts.
Uses the activity series to determine if a reaction occurs.
When given just the reactants in word form can predict the products and balance the chemical equation.
Use solubility rules (provided) to determine the solubility of a compound.
Produces a net ionic equation based off of reactants.
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:HS-PS1-2
Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
HS-PS1-5
Recognize or recall specific vocabulary (for example, accelerator, catalyst, collision, concentration, data, endothermic reaction, energy, exothermic reaction, molecule, oxidation-reduction, particle, properties of reactants, radical reaction, rate, react, reactant, reaction, recombination of chemical elements, simple reaction, temperature).
Describe the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6
Recognize or recall specific vocabulary (for example, chemical reaction rate, chemical system, endothermic reaction, equilibrium, exothermic reaction, formation, Le Chatelier's principle, product, reactant).
Describe the relationship between elements in a chemical system.
Describe how products reach equilibrium.
Classify the type of chemical reaction when provided the equation
Balances a reaction when given chemical symbols and the products
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
Resources
Websites
Vocabulary
Student Learning Targets for Periodicity (Chemistry)
Student "I can" statements are embedded within the proficiency scale.
Proficiency Scale for Periodicity (Chemistry)
Score
Description
Student Targets and Activities
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student will:
HS-PS1-1
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 (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).
HS-PS1-2
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 (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student will:
The student will:
HS-PS1-1
Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
Use the periodic table to gather information about main group elements.
HS-PS1-2
Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, main group (representative) element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
High School (SCI) Physical Science Standards