High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction
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.
Clarification Statement:Chemistry: Emphasis is on the idea that a chemical reaction is a system that affects the energy
change. Examples of models could include molecular-level drawings and diagrams of reactions,
graphs showing the relative energies of reactants and products, and representations showing
energy is conserved. Assessment does not include bond energy calculations. Disciplinary Core Ideas PS1.A: Structure and Properties of Matter
A stable molecule has less energy than the same set of
atoms separated; one must provide at least this
energy in order to take the molecule apart.
PS1.B: Chemical Reactions
Chemical processes, their rates, and whether or not
energy is stored or released can be understood in
terms of the collisions of molecules and the
rearrangements of atoms into new molecules, with
consequent changes in the sum of all bond energies in
the set of molecules that are matched by changes in
kinetic energy.
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)
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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 (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).
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
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.
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Resources
Websites
Vocabulary
Student Learning Targets:
Student learning targets are embedded within the proficiency scales.
Proficiency Scale for Reaction Rates & Kinetics (Chemistry)
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.
-
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.
HS-PS1-4-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 (for example, create a molecular-level drawing or diagram of a reaction, a graph showing the relative energies of reactants and products, or a representation showing that energy is conserved to illustrate that a chemical reaction is a system that affects energy change).
The student:
can provide first-hand laboratory evidence of the effect of raising or lowering temperature on the rate of collisions between particles and the resulting reaction rate.
can use a reaction energy profile (i.e. Boltzmann distribution) to:
explain how using a catalyst increases the number of particles available for collisions and the effect of the catalyst on reaction rate.
classify a reaction as exothermic or endothermic.
calculate the activation energy of the forward or reverse reaction, with or without a catalyst being applied.
can give first-hand evidence of how the use of a catalyst increases the rate of a reaction.
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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:
HS-PS1-4:
Recognize or recall specific vocabulary (for example, absorption, bond, bond energy, change, chemical reaction, conserve, energy, molecular level, product, reactant, reaction, relative energy, release, system).
Create diagrams of chemical reactions.
Describe changes in total bond energy during a chemical reaction.
Describe what changing conditions can do to the rate or direction of a reaction.
Explain how changing concentrations changes the number of particles available for collisions.
Explain how changing temperature changes the energy of the particle
Define rate of reaction
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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).
-
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