Home / Next Generation Science Standards for Essential Chemistry 1st Edition
Standards & Correlations
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| Standard | Description | Correlation Type |
|---|---|---|
| HS-PS1-4 | Students use the developed model to illustrate: The energy transfer between systems and surroundings is the difference in energy between the bond energies of the reactants and the products. | SB Content |
| HS-PS1-4 | Students use the developed model to illustrate: The overall energy of the system and surroundings is unchanged (conserved) during the reaction. | SB Content |
| HS-PS1-4 | Students use the developed model to illustrate: Energy transfer occurs during molecular collisions | SB Content |
| HS-PS1-5 | 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. | |
| HS-PS1-5 | Students construct an explanation that includes the idea that as the kinetic energy of colliding particles increases and the number of collisions increases, the reaction rate increases. | SB Content |
| HS-PS1-5 | Students identify and describe* evidence to construct the explanation, including: Evidence (e.g., from a table of data) of a pattern that increases in concentration (e.g., a change in one concentration while the other concentration is held constant) increase the reaction rate, and vice versa; | SB Content |
| HS-PS1-5 | Students identify and describe* evidence to construct the explanation, including: Evidence of a pattern that increases in temperature usually increase the reaction rate, and vice versa. | SB Content |
| HS-PS1-5 | Students use and describe* the following chain of reasoning that integrates evidence, facts, and scientific principles to construct the explanation: Molecules that collide can break bonds and form new bonds, producing new molecules. | SB Content |
| HS-PS1-5 | Students use and describe* the following chain of reasoning that integrates evidence, facts, and scientific principles to construct the explanation: The probability of bonds breaking in the collision depends on the kinetic energy of the collision being sufficient to break the bond, since bond breaking requires energy. | SB Content |
| HS-PS1-5 | Students use and describe* the following chain of reasoning that integrates evidence, facts, and scientific principles to construct the explanation: Since temperature is a measure of average kinetic energy, a higher temperature means that molecular collisions will, on average, be more likely to break bonds and form new bonds. | SB Content |
| HS-PS1-5 | Students use and describe* the following chain of reasoning that integrates evidence, facts, and scientific principles to construct the explanation: At a fixed concentration, molecules that are moving faster also collide more frequently, so molecules with higher kinetic energy are likely to collide more often. | SB Content |
| HS-PS1-5 | Students use and describe* the following chain of reasoning that integrates evidence, facts, and scientific principles to construct the explanation: A high concentration means that there are more molecules in a given volume and thus more particle collisions per unit of time at the same temperature. | SB Content |
| 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.* | |
| HS-PS1-6 | Students identify and describe* potential changes in a component of the given chemical reaction system that will increase the amounts of particular species at equilibrium. Students use evidence to describe* the relative quantities of a product before and after changes to a given chemical reaction system (e.g., concentration increases, decreases, or stays the same), and will explicitly use Le Chatelier's principle, including: How, at a molecular level, a stress involving a change to one component of an equilibrium system affects other components | SB Content SB Content |
| HS-PS1-6 | Students identify and describe* potential changes in a component of the given chemical reaction system that will increase the amounts of particular species at equilibrium. Students use evidence to describe* the relative quantities of a product before and after changes to a given chemical reaction system (e.g., concentration increases, decreases, or stays the same), and will explicitly use Le Chatelier's principle, including: That changing the concentration of one of the components of the equilibrium system will change the rate of the reaction (forward or backward) in which it is a reactant, until the forward and backward rates are again equal; | SB Content |
| HS-PS1-6 | Students identify and describe* potential changes in a component of the given chemical reaction system that will increase the amounts of particular species at equilibrium. Students use evidence to describe* the relative quantities of a product before and after changes to a given chemical reaction system (e.g., concentration increases, decreases, or stays the same), and will explicitly use Le Chatelier's principle, including: A description* of a system at equilibrium that includes the idea that both the forward and backward reactions are occurring at the same rate, resulting in a system that appears stable at the macroscopic level. | SB Content |
| HS-PS1-6 | Students describe* the prioritized criteria and constraints, and quantify each when appropriate. Examples of constraints to be considered are cost, energy required to produce a product, hazardous nature and chemical properties of reactants and products, and availability of resources. | SB Content |
| HS-PS1-6 | Students refine the given designed system by making tradeoffs that would optimize the designed system to increase the amount of product, and describe* the reasoning behind design decisions. | SB Content |
| HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction | |
| HS-PS1-7 | Students identify and describe the relevant components in the mathematical representations: Quantities of reactants and products of a chemical reaction in terms of atoms, moles, and mass | SB Content |
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