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  • High School

    Chemical Reactions

Students who demonstrate understanding can:

Performance Expectations

  1. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-2

    Clarification Statement and Assessment Boundary
  2. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1-4

    Clarification Statement and Assessment Boundary
  3. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-PS1-5

    Clarification Statement and Assessment Boundary
  4. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. HS-PS1-6

    Clarification Statement and Assessment Boundary
  5. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-7

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences 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

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

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)
  • SL.11-12.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4)
  • WHST.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS1-6)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2), (HS-PS1-5)
  • 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), (HS-PS1-4), (HS-PS1-5), (HS-PS1-7)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4), (HS-PS1-7)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2), (HS-PS1-4), (HS-PS1-5), (HS-PS1-6), (HS-PS1-7)
  • MP.2 - Reason abstractly and quantitatively. (HS-PS1-5), (HS-PS1-7)
  • MP.4 - Model with mathematics. (HS-PS1-4)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • This set of a teacher and student guides provides instruction on a 2-3 day series of activities about Le Chatelier’s principle, which shows the effect of changes to conditions in an equilibrium reaction. Students work in pairs or groups to develop th…

  • This series of interactive simulations provide students with the ability to experiment with reaction concentration and temperature to observe the effects on a chemical reaction. This simulation is coupled with questions that lead students to develop …

  • This resource is a teacher guide to a lab where students investigate the effect of temperature and concentration on the rate of a reaction between red food dye and bleach. Using a spectrophotometer, students use absorbance to measure the rate of th…

  • This lesson focuses on having students examine the effect of different factors on the rate of a chemical reaction, including: temperature, concentration of particles, surface area of reactants, and the presence of catalysts. Activities organized a…

  • The demonstration described in this resource involves a simple reaction between magnesium and hydrochloric acid.  The reaction is performed in flasks with balloons attached to capture the hydrogen gas that is produced by the reaction. Four se…

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Planning Curriculum gives connections to other areas of study for easier curriculum creation.