# MS-PS1-1 Matter and its Interactions

MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.7 ELA/Literacy - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1) Mathematics - Reason abstractly and quantitatively. (MS-PS1-1) Model with mathematics. (MS-PS1-1) Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1) Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.7 ELA/Literacy - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1) Mathematics - Reason abstractly and quantitatively. (MS-PS1-1) Model with mathematics. (MS-PS1-1) Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1) Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

## Crosscutting Concepts

### Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band: