High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction
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: Physical Science: Emphasis is on relating factors such as temperature and concentration to reaction
rate qualitatively.
Chemistry: Emphasis is on relating factors such as temperature and concentration to reaction rate
quantitatively. Disciplinary Core Ideas 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 learning targets are embedded in the proficiency scale.
Proficiency Scale for Chemical Reactions (Chemistry)
Score
Description
I can statements
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).
High School (SCI) Physical Science Standards