Home / Next Generation Science Standards for Essential Chemistry 1st Edition
Standards & Correlations
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| Standard | Description | Correlation Type |
|---|---|---|
| HS-PS1-7 | Students identify and describe the relevant components in the mathematical representations: Molar mass of all components of the reaction | SB Content |
| HS-PS1-7 | Students identify and describe the relevant components in the mathematical representations: Use of balanced chemical equation(s); | SB Content |
| HS-PS1-7 | Students identify and describe the relevant components in the mathematical representations: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction. | SB Content |
| HS-PS1-7 | The mathematical representations may include numerical calculations, graphs, or other pictorial depictions of quantitative information. | SB Content |
| HS-PS1-7 | Students identify the claim to be supported: that atoms, and therefore mass, are conserved during a chemical reaction. | SB Content |
| HS-PS1-7 | Students use the mole to convert between the atomic and macroscopic scale in the analysis. | SB Content |
| HS-PS1-7 | Given a chemical reaction, students use the mathematical representations to Predict the relative number of atoms in the reactants versus the products at the atomic molecular scale; | SB Content |
| HS-PS1-7 | Given a chemical reaction, students use the mathematical representations to Calculate the mass of any component of a reaction, given any other component | SB Content |
| HS-PS1-7 | Students describe how the mathematical representations (e.g., stoichiometric calculations to show that the number of atoms or number of moles is unchanged after a chemical reaction where a specific mass of reactant is converted to product) support the claim that atoms, and therefore mass, are conserved during a chemical reaction. | SB Content |
| HS-PS1-7 | Students describe how the mass of a substance can be used to determine the number of atoms, molecules, or ions using moles and mole relationships (e.g., macroscopic to atomic molecular scale conversion using the number of moles and Avogadro’s number). | SB Content |
| 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. | |
| HS-PS1-8 | Students develop models in which they identify and describe* the relevant components of the models, including: Identification of an element by the number of protons | SB Content |
| HS-PS1-8 | Students develop models in which they identify and describe* the relevant components of the models, including: The number of protons and neutrons in the nucleus before and after the decay | SB Content SB Content SB Content |
| HS-PS1-8 | Students develop models in which they identify and describe* the relevant components of the models, including: The identity of the emitted particles (i.e., alpha, beta – both electrons and positrons, and gamma); | SB Content SB Content SB Content |
| HS-PS1-8 | Students develop models in which they identify and describe* the relevant components of the models, including: The scale of energy changes associated with nuclear processes, relative to the scale of energy changes associated with chemical processes. | SB Content |
| HS-PS1-8 | Students develop five distinct models to illustrate the relationships between components underlying the nuclear processes of 1) fission, 2) fusion and 3) three distinct types of radioactive decay. | SB Content SB Content SB Content SB Content SB Content |
| HS-PS1-8 | Students include the following features, based on evidence, in all five models: The scale of energy changes in a nuclear process is much larger (hundreds of thousands or even millions of times larger) than the scale of energy changes in a chemical process. | SB Content |
| HS-PS1-8 | Students develop a fusion model that illustrates a process in which two nuclei merge to form a single, larger nucleus with a larger number of protons than were in either of the two original nuclei. | SB Content |
| HS-PS1-8 | Students develop a fission model that illustrates a process in which a nucleus splits into two or more fragments that each have a smaller number of protons than were in the original nucleus. | SB Content |
| HS-PS1-8 | In both the fission and fusion models, students illustrate that these processes may release energy and may require initial energy for the reaction to take place. | SB Content |
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