#### SCI-HS.PS1.07

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

##### SCI-HS.PS1.07 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Clarification Statement:
Physical Science: Emphasis is on using mathematical ideas as they relate to balancing reactions to communicate the proportional relationships between masses of atoms in the reactants and the products. Emphasis is on assessing students’ use of mathematical thinking and not on memorization.
Chemistry: Emphasis is on using mathematical ideas as they relate to balancing reactions and stoichiometry to communicate the proportional relationships between masses of atoms in the reactants and the products. Emphasis is on assessing students’ use of mathematical thinking and not on memorization.

Disciplinary Core Ideas
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:

• I can

• I can

• 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 (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. - 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: catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,   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). - 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. -

Websites

Vocabulary

## Student Learning Targets:

Student learning targets are embedded in the proficiency scales.

## Proficiency Scale for Moles and Stoichiometry (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-PS1-7- Use mathematical representations to support the claim that atoms, and therefore mass,are conserved during a chemical reaction (for example, use mathematical ideas-not memorization or rote application of problem-solving techniques-to explain the proportional relationships between the masses of atoms in the reactants and the products of a chemical reaction as well as the translation of these relationships from the atomic to the macroscopic scale using the mole as a conversion). Write and balance a chemical equation and use it to calculate the amount of reactant or product that will react with or be formed by the reaction of a given amount of one or more other species in the reaction. Calculate the percent yield of a reaction, or calculate the experimental yield of a reaction when given a reaction’s percent yield. Mathematically determine limiting and excess reagents for a chemical reaction. Calculate the formula and name of a hydrate after collecting laboratory data on the dehydration of a hydrate sample. Determine percent composition of an element within a binary or ternary compound after gathering or being provided with experimental data on composition of the compound. Calculate the empirical formula of a compound after gathering or being provided with experimental data on composition of the compound, and the molecular formula of a compound when also provided with the molar mass of the compound. 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-PS1-7- Recognize or recall specific vocabulary (for example, atom, atomic mass, atomic scale, Avogadro’s number, chemical reaction, conserve/conservation of atoms/matter, conversion, mass, molar volume, mole, product, proportional, ratio, reactant, relationship) and constants (6.02 x 1023 particles per mole, 22.4L of any gas per mole at STP). Convert moles of a substance to other units (such as mass, volume, number of particles, etc.) and vice versa. Determine and explain the molar relationships of substances in a reaction. Calculate molar mass of compounds in a chemical reaction. 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).

Websites

Vocabulary

## Student Learning Targets:

Student learning targets are embedded in the proficiency scales.

## Proficiency Scale for Acid and Bases (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: Provide fundamental properties of acids and bases. Explain the essential differences between an acid and a base in terms of H+ ion and OH- ion concentrations. Predict if an anhydrous compound will be acidic or basic. Calculate the pH, pOH, [H+], and [OH-] given one aspect of the four. Explain the pH and pOH scale and what resulting numbers indicate. Provide several different examples of common products that exhibit various pH properties. 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: Identifies if something is an acid or a base when given values. Properly identifies the terminology that applies to a given scenario (ex: if it is an acid or base). 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).

Websites