HS-PS1-7 Matter and its Interactions

HS-PS1-7 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.LS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS1-7)
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-PS1-7)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-7)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-7)

HS-PS1-7 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.LS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS1-7)
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-PS1-7)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-7)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-7)

HS-PS1-7 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.LS1.C ; HS.LS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.LS1.C ; MS.LS2.B ; MS.ESS2.A

Common Core State Standards Connections:

Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS1-7)
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-PS1-7)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-7)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-7)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.