HS-PS1-2 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-2.

[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]

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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

PS1.B: Chemical Reactions

The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.ESS2.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2)
WHST.9-12.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-PS1-2)
Mathematics -
HSN-Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-2)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2)

Students who demonstrate understanding can:

HS-PS1-2.

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

Constructing Explanations and Designing Solutions

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

PS1.B: Chemical Reactions

The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.ESS2.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2)
WHST.9-12.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-PS1-2)
Mathematics -
HSN-Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-2)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2)

Students who demonstrate understanding can:

HS-PS1-2.

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

Constructing Explanations and Designing Solutions

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

PS1.B: Chemical Reactions

The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.ESS2.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2)
WHST.9-12.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-PS1-2)
Mathematics -
HSN-Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-2)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2)

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

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