Home / Next Generation Science Standards for Essential Chemistry 1st Edition
Standards & Correlations
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| Standard | Description | Correlation Type |
|---|---|---|
| HS-PS1-2 | Students describe their reasoning that connects the evidence, along with the assumption that theories and laws that describe their natural world operate today as they did in the past and will continue to do so in the future, to construct an explanation for how the patterns of outermost electrons and the electronegativity of elements can be used to predict the number and types of bonds each element forms. | SB Content SB Content |
| HS-PS1-2 | Given new evidence or context, students construct a revised or expanded explanation about the outcome of a chemical reaction and justify the revision. | SB Content |
| 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. | |
| HS-PS1-3 | Students describe the phenomenon under investigation, which includes the following idea: the relationship between the measurable properties (e.g., melting point, boiling point, vapor pressure, surface tension) of a substance and the strength of the electrical forces between the particles of the substance. | N/A |
| HS-PS1-3 | Students develop an investigation plan and describe the data that will be collected and the evidence to be derived from the data, including bulk properties of a substance (e.g., melting point and boiling point, volatility, surface tension) that would allow inferences to be made about the strength of electrical forces between particles. | SB Content |
| HS-PS1-3 | Students describe why the data about bulk properties would provide information about strength of the electrical forces between the particles of the chosen substances, including the following descriptions: The spacing of the particles of the chosen substances can change as a result of the experimental procedure even if the identity of the particles does not change (e.g., when water is boiled the molecules are still present but further apart). | SB Content |
| HS-PS1-3 | Students describe why the data about bulk properties would provide information about strength of the electrical forces between the particles of the chosen substances, including the following descriptions: Thermal (kinetic) energy has an effect on the ability of the electrical attraction between particles to keep the particles close together. Thus, as more energy is added to the system, the forces of attraction between the particles can no longer keep the particles close together | SB Content |
| HS-PS1-3 | Students describe why the data about bulk properties would provide information about strength of the electrical forces between the particles of the chosen substances, including the following descriptions: The patterns of interactions between particles at the molecular scale are reflected in the patterns of behavior at the macroscopic scale. | SB Content |
| HS-PS1-3 | In the investigation plan, students include: A description of how the data will be collected, the number of trials, and the experimental set up and equipment required. | SB Content |
| HS-PS1-3 | Students evaluate their investigation, including evaluation of: Assessing the accuracy and precision of the data collected, as well as the limitations of the investigation; | SB Content |
| HS-PS1-3 | Students evaluate their investigation, including evaluation of: The ability of the data to provide the evidence required. | SB Content |
| 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. | |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The chemical reaction, the system, and the surroundings under study | SB Content |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The bonds that are broken during the course of the reaction | SB Content |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The bonds that are formed during the course of the reaction | SB Content |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The energy transfer between the systems and their components or the system and surroundings | SB Content SB Content |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The transformation of potential energy from the chemical system interactions to kinetic energy in the surroundings (or vice versa) by molecular collisions; | SB Content |
| HS-PS1-4 | Students use evidence to develop a model in which they identify and describe the relevant components, including: The relative potential energies of the reactants and the products. | N/A |
| HS-PS1-4 | Students use the developed model to illustrate: The energy change within the system is accounted for by the change in the bond energies of the reactants and products. (Note: This does not include calculating the total bond energy changes.) | SB Content |
| HS-PS1-4 | Students use the developed model to illustrate: Breaking bonds requires an input of energy from the system or surroundings, and forming bonds releases energy to the system and the surroundings | SB Content |
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