MS-PS1-6   Matter and its Interactions

Students who demonstrate understanding can:

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 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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D

Articulation of DCIs across grade-bands:

HS.PS1.A ; HS.PS1.B ; HS.PS3.A ; HS.PS3.B ; HS.PS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
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)

MS-PS1-6   Matter and its Interactions

Students who demonstrate understanding can:

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 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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D

Articulation of DCIs across grade-bands:

HS.PS1.A ; HS.PS1.B ; HS.PS3.A ; HS.PS3.B ; HS.PS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
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)

MS-PS1-6   Matter and its Interactions

Students who demonstrate understanding can:

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 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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

PS1.B: Chemical Reactions

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS3.D

Articulation of DCIs across grade-bands:

HS.PS1.A ; HS.PS1.B ; HS.PS3.A ; HS.PS3.B ; HS.PS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)
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)

* 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.

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Related Evidence Statements
MS-PS1-6-1 Evidence Statements
Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 3
Middle School Topic Model Course 2: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...