MS.Chemical Reactions

Students who demonstrate understanding can:

MS-PS1-2.	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-5.	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6.	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS1-2)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-5)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6)

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2)

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-2),(MS-PS1-5)

Articulation of DCIs across grade-bands:

5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2),(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6); HS.PS3.B (MS-PS1-6); HS.PS3.D (MS-PS1-6)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(MS-PS1-2)
RST.6-8.3	Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
RST.6-8.7	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-PS1-2),(MS-PS1-5)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)
MP.4	Model with mathematics. (MS-PS1-5)
6.RP.A.3	Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)
6.SP.B.4	Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2)
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-PS1-2)

Students who demonstrate understanding can:

MS-PS1-2.	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-5.	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6.	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

The performance expectations above were 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.

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-PS1-2)

Constructing Explanations and Designing Solutions

Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. (MS-PS1-6)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS1-2)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-5)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6)

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2)

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-2),(MS-PS1-5)

Articulation of DCIs across grade-bands:

5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2),(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6); HS.PS3.B (MS-PS1-6); HS.PS3.D (MS-PS1-6)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(MS-PS1-2)
RST.6-8.3	Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
RST.6-8.7	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-PS1-2),(MS-PS1-5)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)
MP.4	Model with mathematics. (MS-PS1-5)
6.RP.A.3	Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)
6.SP.B.4	Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2)
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-PS1-2)

Students who demonstrate understanding can:

MS-PS1-2.	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-5.	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6.	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

The performance expectations above were 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.

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-PS1-2)

Constructing Explanations and Designing Solutions

Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. (MS-PS1-6)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS1-2)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-5)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6)

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2)

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-2),(MS-PS1-5)

Articulation of DCIs across grade-bands:

5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2),(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6); HS.PS3.B (MS-PS1-6); HS.PS3.D (MS-PS1-6)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(MS-PS1-2)
RST.6-8.3	Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
RST.6-8.7	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-PS1-2),(MS-PS1-5)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)
MP.4	Model with mathematics. (MS-PS1-5)
6.RP.A.3	Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)
6.SP.B.4	Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2)
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-PS1-2)

Science and Engineering Practices

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

Crosscutting Concepts

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