High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction
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. Disciplinary Core Ideas PS1.B: Chemical Reactions
In many situations, a dynamic and condition dependent
balance between a reaction and the
reverse reaction determines the numbers of all
types of molecules present
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into simpler
ones that can be approached systematically, and
decisions about the priority of certain criteria over
others (tradeoffs) may be needed. (secondary)
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
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 Chemical Equilibrium (Chemistry):
Student learning targets are embedded in the proficiency scale.
Proficiency Scale for Chemical Equilibrium (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.
Write an equilibrium expression to mathematically relate the relationship between products and reactants.
-
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:
Can utilize a reaction’s equilibrium constant to predict the side (reactant or product) that a reaction tends to favor at given conditions.
Analyze information from an experiment where temperature and concentration are changed on a reaction at equilibrium.
Predict the shift in equilibrium when changes in concentration, temperature, and pressure occur.
Can manipulate the concentrations of reactants and products of a reversible reaction in order to affect the number of collisions between molecules and shift a reaction equilibrium in the desired direction (e.g. to maximize product).
Can add or remove heat energy in a reversible reaction at equilibrium in order to shift the reaction equilibrium in the desired direction (e.g. to maximize product).
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:
Explain Le Chatelier’s Principle
Model equilibrium in a reaction by using a double arrow ←→
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