| Chem |
1.0.0.1 |
Scientific Method and Procedures |
K-2-ETS1-1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
|
2 |
N/A |
N/A |
| Chem |
1.1.1.2 |
Perodic Table |
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.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] |
3 |
RST.9-10.7 |
N/A |
| Chem |
1.2.1.3 |
Properties of matter |
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 (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] |
3 |
RST.11-12.1 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 |
HSN-Q.A.1 HSN-Q.A.3 |
| Chem |
2.3.1.4 |
Chemical Bonding |
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. |
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] |
3 |
WHST.9-12.2 WHST.9-12.5 |
HSN-Q.A.1 HSN-Q.A.3 |
| Chem |
2.4.1.5 |
Chemical naming, formulas, quantities and reactions |
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. |
[Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] |
3 |
SL.11-12.5 |
MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |
| Chem |
3.5.1.6 |
Measurements and Stoichiometry |
HS-PS1-7 |
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. |
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] |
4 |
N/A |
MP.2 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |
| Chem |
3.6.1.7 |
States of Matter |
HS-PS1-8 |
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] |
3 |
N/A |
MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 |
| Chem |
4.7.1.8 |
Reaction rates and oxidation reactions |
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. |
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] |
4 |
RST.11-12.1 WHST.9-12.2 |
MP.2 HSN-Q.A.1 HSN-Q.A.3 |
| Chem |
4.8.1.9 |
Acids, Bases, Salts and hydrocarbon compounds |
HS-PS-1-6 |
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. |
[Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] |
3 |
WHST.9-12.7 |
N/A |