HS-PS1-5 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-5.

[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]

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.

Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

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.PS3.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-5)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS1-5)
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-PS1-5)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-5)

Students who demonstrate understanding can:

HS-PS1-5.

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

Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

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.PS3.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-5)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS1-5)
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-PS1-5)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-5)

Students who demonstrate understanding can:

HS-PS1-5.

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

Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

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.PS3.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-5)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-5)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS1-5)
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-PS1-5)
HSN-Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-5)

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Patterns

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