• Themselves as an individual (myself, my family, my friends)
• Our society (environment, economy, infrastructure)
• Our culture (beliefs, norms, people)
• Our species (mankind, global, environment)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.

• 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.

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).

• 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

• 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.

“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).

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.

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:

• 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.

• 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.

• 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.

“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).

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.

• 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.

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.

“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

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:

• 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

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.

“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.

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.

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.

“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

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

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.

“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).

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.

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)

“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.

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).

• catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,  

• acid, antacid, base, electrolyte, indicator, neutralization, pH, salt      

“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:

• 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.

• 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.

• 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.

• 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

“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).

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.

• 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.

“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. ).

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.

• 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.

• 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.

• 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.

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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).

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.

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.

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.

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.

“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

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

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.

“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).

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.

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.  

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.

“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). 

• 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.

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

“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.

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:

• 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.

• 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.

• 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

“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.

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.

• 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.

• 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

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.

“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).

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).

• Explain Le Chatelier’s Principle      
• Model equilibrium in a reaction by using a double arrow ←→  

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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.   

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).

• catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,  

“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.

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.

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• 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. 

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).

• 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).

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Solve problems related to time, distance, displacement, speed and velocity.        
• Explain the relationship between motion and a frame of reference.
• Calculate problems related to time, distance, displacement, speed, and velocity
• Graph velocity on a distance-time graph.
• Calculate acceleration as the rate at which velocity changes.
• Graph acceleration on a velocity-time graph.
• Explain the effects of unbalanced forces on the motion of objects·
• Compare and contrast static and kinetic friction
• Identify ways friction may be either helpful or harmful.

The student will be able to (Work and Energy):

• Calculate the work done on an object and the rate at which work is done      
• Calculate the MA of various machines     
• Calculate KE and GPE
• Distinguish between mechanical and non-mechanical energy
• Explain the Law of conservation of energy     
• Analyze the efficiency of machines
• Define work and power
• Name and describe the six types of simple machines      
• Define potential energy and kinetic energy
• Identify examples of energy transformations

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).

• Acceleration, Average speed, Constant velocity, Force, Frame of reference, Motion, Net force, Newton, Speed, Unbalanced force, Velocity

• Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Recognize that all moving objects have momentum.
• Calculate force, mass and acceleration by using Newton’s 2nd Law of Motion.      
• Identify force pairs and be able to explain the classic “tug-o-war”
• Compare free-fall acceleration of an object with and without air resistance

The student will be able to (Work and Energy):

• Calculate the work done on an object and the rate at which work is done      
• Calculate the MA of various machines     
• Calculate KE and GPE
• Distinguish between mechanical and non-mechanical energy
• Explain the Law of conservation of energy     
• Analyze the efficiency of machines
• Define work and power
• Name and describe the six types of simple machines      
• Define potential energy and kinetic energy
• Identify examples of energy transformations

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).

• Free fall , Friction , g, Inertia, Mass, Momentum, Newton, Projectile motion, Terminal velocity, Weight

• Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

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).

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Distinguish between conductors, semiconductors, and insulators.       
• Calculate voltage, current, and resistance.    
• Distinguish between series and parallel circuits.
• Explain how fuses and circuit breakers are used to prevent circuit overloads.
• Use diagrams to represent circuits.      
• Recognize that “like” magnetic poles repel and “unlike” poles attract.
• Explain how compasses work.  
• Indicate which pairs of charge will repel and attract.
• Describe the magnetic field around permanent magnets.
• Describe how batteries are sources of voltage.
• Define resistance.
• Describe how magnetism is produced by an electric current.  

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:

• cell, circuit breaker, conductor, current, electric charge, electric circuit, electric field, electric force, fuse, insulator, parallel circuit, potential difference, resistance, series circuit

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

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).

“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. ).

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.

• 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.

• 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.

• 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.

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.

“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

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

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.

“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).

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.

“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-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.) 

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other). 

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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-PS3-2

• Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
• Describe how energy results from the motion of particles (objects).
• Describe how energy is stored in fields.

HS-PS4-3

• Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
• Describe the wave model of electromagnetic radiation.
• Describe the particle model of electromagnetic radiation.
• Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

• Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
• Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• investigate and demonstrate how energy is transferred by conduction, convection, and radiation.
• distinguish between conductors and insulators
• solve problems involving specific heat
• investigate heat transfer including mass of components, specific heat, initial temperature and final temperature.
• analyze heat transfer data and graphs.
• Recognize the difference between temperature and heat
• recognizes heat as a form of energy
• define conductors and insulators in relationship to heat energy

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).

• absolute zero, convection, heat, heat engine, radiation, refrigerant, specific heat, temperature, thermal conduction

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Compare and contrast transverse waves (light) and longitudinal waves (sound).
• Compare and contrast mechanical (sound) and electromagnetic waves (light).
• Solve problems involving wave speed, frequency, and wavelength.
• Distinguish between constructive interference and destructive interference
• Demonstrate how light is refracted as it passes between mediums of different densities.
• Explain how sonar and ultrasound imaging work.
• Relate loudness and pitch to properties of sound.   
• Relate the energy of light to the frequency of electromagnetic waves.        
• Explain how electromagnetic waves are used in communication, medicine and other areas.
• Explain the law of reflection.
• Explain the relationship between particle vibration and wave motion.

The student will be able to (Waves):

• Explain the relationship between particle vibration and wave motion.        
• Compare and contrast transverse waves and longitudinal waves.        
• Compare and contrast mechanical waves and electromagnetic waves.
• Solve problems involving wave speed, frequency, and wavelength.
• Distinguish between constructive interference and destructive interference
• Show how light refracts as it passes between mediums of different densities.
• Recognize that waves transfer energy         
• Identify factors that can affect the speed of a wave.
• Recognize the dual nature of light. (photon)
• Describe the different parts of the electromagnetic spectrum.
• Describe the Doppler effect. 

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).

• infrasound, lens, pitch, photon, prism, sonar, radar, real image, resonance, virtual image, ultrasound, virtual image

• amplitude, constructive interference, crest, destructive interference, electromagnetic wave, frequency, longitudinal wave, medium, reflection, refraction, transverse wave, trough, wave

“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-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.) 

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other). 

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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-PS3-2

• Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
• Describe how energy results from the motion of particles (objects).
• Describe how energy is stored in fields.

HS-PS4-3

• Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
• Describe the wave model of electromagnetic radiation.
• Describe the particle model of electromagnetic radiation.
• Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

• Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
• Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

“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-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.) 

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other). 

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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-PS3-2

• Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
• Describe how energy results from the motion of particles (objects).
• Describe how energy is stored in fields.

HS-PS4-3

• Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
• Describe the wave model of electromagnetic radiation.
• Describe the particle model of electromagnetic radiation.
• Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

• Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
• Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

HS SCI Targeted Expectations

[PS4] Waves and Their Applications in Technologies for Information Transfers

SCI-HS.PS4.05 Communicate technical information about about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

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)

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

• Compare and contrast transverse waves (light) and longitudinal waves (sound).
• Compare and contrast mechanical (sound) and electromagnetic waves (light).
• Solve problems involving wave speed, frequency, and wavelength.
• Distinguish between constructive interference and destructive interference
• Demonstrate how light is refracted as it passes between mediums of different densities.
• Explain how sonar and ultrasound imaging work.
• Relate loudness and pitch to properties of sound.   
• Relate the energy of light to the frequency of electromagnetic waves.        
• Explain how electromagnetic waves are used in communication, medicine and other areas.
• Explain the law of reflection.
• Explain the relationship between particle vibration and wave motion.

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).

• infrasound, lens, pitch, photon, prism, sonar, radar, real image, resonance, virtual image, ultrasound, virtual image