High School Science


[HS-PS1]

SCI-HS.PS1

BPSS-SCI logo DCI Physical Science PS1

Matter and Its Interactions

Performance Expectations

PS1 help students formulate an answer to the question, “How can one explain the structure, properties, and interactions of matter?” The PS1 Disciplinary Core Idea from the NRC Framework is broken down into three subideas: the structure and properties of matter, chemical reactions, and nuclear processes. Students are expected to develop understanding of the substructure of atoms and to provide more mechanistic explanations of the properties of substances. Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students are able to use the periodic table as a tool to explain and predict the properties of elements. Using this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical phenomena. Phenomena involving nuclei are also important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power. Students are also able to apply an understanding of the process of optimization in engineering design to chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the PS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, using mathematical thinking, and constructing explanations and designing solutions; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-HS.PS1.01

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

SCI-HS.PS1.01 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.

Clarification Statement:
Physical Science: Examples of properties that could be predicted from patterns could include metals, nonmetals, metalloids, number of valence electrons, types of bonds formed, or atomic mass. Emphasis is on main group elements.
Chemistry: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, atomic radius, atomic mass, or reactions with oxygen. Emphasis is on main group elements and qualitative understanding of the relative trends of ionization energy and electronegativity

Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
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.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Students "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 (Atoms and The Periodic Table):
  • Determine how many protons, neutrons, and electrons an atom has, given its symbol, atomic number, and mass number.
  • State the charge, mass, and location of each part of the atom according to the modern model of the atom.
  • Relate the organization of the periodic table to the arrangement of electrons within an atom.
  • From the given model, students identify and describe the components of the model that are relevant for their predictions, including:
    • Elements and their arrangement in the periodic table;
    • A positively-charged nucleus composed of both protons and neutrons, surrounded by negatively-charged electrons;
    • Electrons in the outermost energy level of atoms (i.e., valence electrons)
    • The number of protons in each element.  
  • Students identify and describe the following relationships between components in the given model, including:
    • The arrangement of the main groups (families) of the periodic table reflects the patterns of outermost electrons. (alkali metals, alkaline-earth metals, transition metals, halogens and noble gases)
    • Elements in the periodic table are arranged by the numbers of protons in atoms.  
  • Explain the relationship between a mole of a substance and Avogadro’s constant.
  • Describe how the abundance of isotopes affects an element’s average atomic mass.

 

The student will be able to (Structure of Matter):
  • Distinguish between compounds and mixtures.       
  • Explain how and why some atoms transfer their valence electrons to form ionic bonds, while other atoms share valence electrons to form covalent bonds.
  • Differentiate between ionic, covalent, and metallic bonds.
  • Write chemical names and formulas for simple ionic and covalent compounds.
  • Students use the periodic table to predict the patterns of behavior of the elements based on the attraction and repulsion between electrically charged particles and the patterns of outermost electrons that determine the typical reactivity of an atom.
  • Students predict the following patterns of properties:
    • The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements;
    • The number and charges in stable ions that form from atoms in a group of the periodic table.
    • The trend in reactivity and electronegativity of atoms down a group, and across a row in the periodic table, based on attractions of outermost (valence) electrons to the nucleus; and
    • The relative sizes of atoms both across a row and down a group in the periodic table.
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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 (Atoms and The Periodic Table):
  • nucleus, proton, neutron, electron, orbital, valence electron, periodic law, period, group, ion, atomic number, mass number, isotope, atomic mass unit (amu), average atomic mass, metal, nonmetal, semiconductor, alkali metals, alkaline earth metal, transition metal, halogen, noble gas
The student will be able to define (Structure of Matter):
  • Chemical bond, chemical structure, bond length, bond angle, ionic bond, metallic bond, covalent bond, polyatomic ion, empirical formula, molecular formula

 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. -

Resources

Websites

Vocabulary

Student Learning Targets:

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Bonding and Intermolecular Forces (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.

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-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

  •  Determine the strength of a chemical bond between to ions.
  • Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
  • Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
  • Differentiate between values of a Van der Waals radius and a covalent radius.
  • Compare and contrast ionic radii (both cation and anion) to a stable atom.
  • Determine the covalent radius when provided with internuclear distance information.
  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-PS1-1
  • 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-PS1-3
  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances. Describe the relationship between electrical forces and particles.
HS-PS2-6
  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  • Define and identify electronegativity trends from the periodic table.
  • Identify physical traits of compounds formed by covalent and ionic bonds.
  • Identify the bond axis, bond angle, and bond length of a covalent molecule.
  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).

Resources

Websites

Vocabulary

Proficiency Scale for Nomenclature (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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.

When provided with a periodic table and list of selected polyatomic ions, student will:

  • Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.     
  • Provide the proper name and/or formula for molecular compounds, utilizing Greek prefixes appropriately. Provide the proper name and/or formula for binary and ternary/tertiary acids

 

  • Differentiates between how cations and anions are made, including providing examples
  • Properly predicts the charge of an element’s ion based upon its location on the periodic table
  • Differentiates between ionic compounds (formula units) and molecular compounds (molecules) and provides examples of each
  • Properly combines two ions to determine a binary compound’s chemical formula
  • Provides the proper name for a given binary compound, utilizing special naming rules for molecular compounds, binary acids, and elements requiring Roman numerals
  • Identifies polyatomic ions by name and chemical formula (including charge)
  • Combines ions together to form a ternary compound
  • Provides the proper name for a polyatomic compound, utilizing special naming rules for elements requiring Roman numerals
  • Names binary and ternary acids when provided with their chemical formulae
  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:

Student will:
  • Differentiate between cations and anions.
  • Determine the charge of an element’s common ion(s).
  • Differentiate between ionic compounds and molecular compounds.


When provided with a periodic table, a list of selected polyatomic ions, and list of Greek prefixes and Roman numerals (1-10), student will:

Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.   

 

  •  Identifies a cation and anion when provided examples
  • Demonstrates errors in distinguishing between ionic and molecular compounds
  • Demonstrates errors in combining binary compounds
  • Demonstrates errors in naming binary compounds
  • Demonstrates errors in identifying polyatomic ions (including charge)
  • Demonstrates errors in combing and/or naming ternary compounds
  • Demonstrates errors in identifying binary and/or ternary acids when provided the chemical formulae
  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

Proficiency Scale for Chemical Reaction and the Activities Series (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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. (Clarification Statement:  Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen). 

 

  • Draws the Lewis structure for various ionic and molecular compounds.
  • Determines the number of shared and unshared pairs of electrons in the above compounds.
  • Identifies if a compound is polar or nonpolar.
  • Determines the number of sigma and pi bonds found in the above compounds.
  • Uses the skills in the below proficient category to determine the geometrical shape and angles of various compounds.
  • Classifies the type of a given hydrocarbon compound.
  • Properly uses organic naming prefixes used in naming hydrocarbon compounds (mono, eth, prop, but, etc).
  • Properly uses organic naming suffixes used in naming hydrocarbon compounds (-ane, -ene, -yne).
  • Identifies how a ring (cyclo arrangement) affects the overall molecule of a hydrocarbon.
  • Provides the proper name of a hydrocarbon compound when given its chemical formula (limited to alkanes, alkenes, and alkynes; also in a cyclo arrangement).
  • Provides the proper chemical formula of a hydrocarbon compound when given its chemical name.
  • Determine the strength of a chemical bond between to ions.
  • Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
  • Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
  • Differentiate between values of a Van der Waals radius and a covalent radius.
  • Compare and contrast ionic radii (both cation and anion) to a stable atom.
  • Determine the covalent radius when provided with internuclear distance information.
  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:

  

 

  • Recognizes examples of the above skills but is unable to generate independently.
  • When supplied with the terms above can recognize the application when provided, but cannot generate independently.
  • Define and identify electronegativity trends from the periodic table.
  • Identify physical traits of compounds formed by covalent and ionic bonds.
  • Identify the bond axis, bond angle, and bond length of a covalent molecule.
  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

Proficiency Scale for Structure & Properties of Matter (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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:

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-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  •  Explains the similarities and differences between the 3 states of matter, with examples
  • Discusses the differences between chemical and physical changes, with examples
  • Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
  • Separates various mixtures using physical properties
  • Discusses multiple ways a mixture may be separated using physical properties
  • Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
  • Differentiates between qualitative and quantitative data through the use of examples
  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).

HS-PS1-1.

The student will:

  • 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).o Use the periodic table to gather information about main group elements. 

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles. 

HS-PS2-6.

The student will:

  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  •  Identifies properties of the 3 states of matter
  • Recognizes examples of chemical and physical changes
  • Identifies a homogeneous and heterogeneous mixture when given examples
  • Identifies physical properties when given examples
  • Recognizes ways that solutions may be separated using physical properties
  • Recognizes examples of chemical formulas and chemical reactions
  • Recognizes the differences between qualitative and quantitative data when given examples
  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

Proficiency Scale for Atomic Theory (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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-PS1-1.

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. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (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-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.] 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  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).

HS-PS1-1

The student will:

  • 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, mass of subatomic particles).
  • Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles.

 

  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

 


SCI-HS.PS1.02

Physical Science LogoHigh 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:

  1. Identification of the products and reactants, including their chemical formulas and the arrangement of their outermost (valence) electrons;

  2. 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:

  1. The chemical reaction, the system, and the surroundings under study;

  2. The bonds that are broken during the course of the reaction;

  3. 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.
-
  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):
  • catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,  
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.
 
-
  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. -

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).

Resources

Websites

Vocabulary


SCI-HS.PS1.03

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

SCI-HS.PS1.03 Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro scale to infer the strength of electrical forces between particles.

Clarification Statement: Chemistry: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite. Examples of macro properties of substances could include the melting point and boiling point, vapor pressure, and surface tension. Quantitative calculations are beyond the scope of this standard.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.


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 for Bonding and Intermolecular Forces (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.

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-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications. ).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

  •  Determine the strength of a chemical bond between to ions.
  • Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
  • Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
  • Differentiate between values of a Van der Waals radius and a covalent radius.
  • Compare and contrast ionic radii (both cation and anion) to a stable atom.
  • Determine the covalent radius when provided with internuclear distance information.
  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-PS1-1
  • 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-PS1-3
  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances. Describe the relationship between electrical forces and particles.
HS-PS2-6
  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  • Define and identify electronegativity trends from the periodic table.
  • Identify physical traits of compounds formed by covalent and ionic bonds.
  • Identify the bond axis, bond angle, and bond length of a covalent molecule.
  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:

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Solutions (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:
  • Calculate molarity of a solution.
  • Calculate molality of a solution.
  • Determine and describe the technique for performing a dilution from a stock solution of a known concentration.
  • Determine the solubility of a gas within a solution using the solubility:pressure ratio S1/P1 = S2/P2.
  • Calculate a mole fraction of a solution.
  • Calculate a mass percent of a solution.
  • Determine the boiling and/or freezing point of a solution when given an amount of solute and volume of solvent (or perform derivatives of the values when given boiling and/or freezing points).

 

  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:

  • Can provide definitions and/or the equations for the above skills but demonstrates errors in implementation.

 

  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:

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Gases (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:
  • Properly apply Boyle's law, Charles' law, Gay-Lussac law, Dalton's law of partial pressure independently or collectively the combined gas law to various situations to determine the pressure, volume, and temperature of a gas when conditions change.
  • Use data from eudiometer readings to determine the pressure of a gas.
  • Properly apply Dalton's Law of Partial Pressure to determine the pressure of a dry gas, which will be used to perform both combined and ideal gas law calculations.
  • Use the ideal gas law to determine a pressure, amount, volume, or temperature of a gas when given a set of conditions
  • Perform multiple labs to investigate the combined and ideal gas laws, including data from gases collected over water.
  • Use an inquiry technique to discover the correlation between the R value of the ideal gas law and the 22.4 liters per mole ratio that exists at STP.

 

  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:

  • Properly applies the above terms in a situation that is provided for them as opposed to determining the suitability independently.
 
  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

Proficiency Scale for Structure & Properties of Matter (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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:

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-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  •  Explains the similarities and differences between the 3 states of matter, with examples
  • Discusses the differences between chemical and physical changes, with examples
  • Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
  • Separates various mixtures using physical properties
  • Discusses multiple ways a mixture may be separated using physical properties
  • Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
  • Differentiates between qualitative and quantitative data through the use of examples
  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).

HS-PS1-1.

The student will:

  • 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).o Use the periodic table to gather information about main group elements. 

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles. 

HS-PS2-6.

The student will:

  • Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
  • Describe the structure of different substances at the molecular level.
  • Describe the relationship between attractive and repulsive forces at the molecular level.
  •  Identifies properties of the 3 states of matter
  • Recognizes examples of chemical and physical changes
  • Identifies a homogeneous and heterogeneous mixture when given examples
  • Identifies physical properties when given examples
  • Recognizes ways that solutions may be separated using physical properties
  • Recognizes examples of chemical formulas and chemical reactions
  • Recognizes the differences between qualitative and quantitative data when given examples
  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

Proficiency Scale for Atomic Theory (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.

Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”).
 
  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-PS1-1.

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. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (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-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.] 

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).

 

 

  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).

HS-PS1-1

The student will:

  • 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, mass of subatomic particles).
  • Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

  • Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
  • Model the structures of various substances.
  • Describe the relationship between electrical forces and particles.

 

  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

 


SCI-HS.PS1.04

Physical Science LogoHigh 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)
-
  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. -

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.
-
  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
-
  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


SCI-HS.PS1.05

Physical Science LogoHigh 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).

Resources

Websites

Vocabulary


SCI-HS.PS1.06

Physical Science LogoHigh 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).

Resources

Websites

Vocabulary


SCI-HS.PS1.07

Physical Science LogoHigh 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:

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 (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. -

Resources

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).

Resources

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).

Resources

Websites


SCI-HS.PS1.08

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

SCI-HS.PS1.08 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Clarification Statement: Physical Science: Emphasis is only qualitative understanding between fission and fusion.
Chemistry: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations as well as alpha, beta, and gamma radioactive decays.

Disciplinary Core Ideas
PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate 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).
  • descriptors
2 Developing
... demonstrate 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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window