HS-PS1 Matter and Its Interactions

*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.
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns
could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited
to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
HS-PS1-2. 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.
[Clarification Steatement: 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.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of
forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and
networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface
tension.] [Assessment Boundary: Assessment does not include Raoults law calculations of vapor pressure.]
HS-PS1-4. 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. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system
that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of
reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond
energy changes during a chemical reaction from the bond energies of reactants and products.]
HS-PS1-5. 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. [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.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased
amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chateliers Principle and on refining
designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the
molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment
Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and
concentrations.]
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.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy
released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple
qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Developing and Using Models
Modeling in 912 builds on K8 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 worlds.
Develop a model based on evidence to illustrate the
relationships between systems or between components of a
system. (HS-PS1-4),(HS-PS1-8)
Use a model to predict the relationships between systems or
between components of a system. (HS-PS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 9-12 builds on K-8
experiences and progresses to include investigations that provide
evidence for and test conceptual, mathematical, physical, and
empirical models.
Plan and conduct an investigation individually and
collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and
accuracy of data needed to produce reliable measurements
and consider limitations on the precision of the data (e.g.,
number of trials, cost, risk, time), and refine the design
accordingly. (HS-PS1-3)
Using Mathematics and Computational Thinking
Mathematical and computational thinking at the 912 level builds
on K8 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
Disciplinary Core I deas
PS1.A: Structure and Properties of Matter
Each atom has a charged substructure consisting of a
nucleus, which is made of protons and neutrons,
surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by the
number of protons in the atoms nucleus and places
those with similar chemical properties in columns. The
repeating patterns of this table reflect patterns of outer
electron states. (HS-PS1-1),(HS-PS1-2)
The structure and interactions of matter at the bulk
scale are determined by electrical forces within and
between atoms. (HS-PS1-3),(secondary to HS-PS2-6)
A stable molecule has less energy than the same set of
atoms separated; one must provide at least this energy
in order to take the molecule apart. (HS-PS1-4)
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. (HS-
PS1-4),(HS-PS1-5)
In many situations, a dynamic and condition-dependent
balance between a reaction and the reverse reaction
determines the numbers of all types of molecules
present. (HS-PS1-6)
The fact that atoms are conserved, together with
knowledge of the chemical properties of the elements
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.
(HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-
PS1-5)
Energy and Matter
In nuclear processes, atoms are not
conserved, but the total number of protons
plus neutrons is conserved. (HS-PS1-8)
The total amount of energy and matter in
closed systems is conserved. (HS-PS1-7)
Changes of energy and matter in a system
can be described in terms of energy and
matter flows into, out of, and within that
system. (HS-PS1-4)
Stability and Change
Much of science deals with constructing
explanations of how things change and
how they remain stable. (HS-PS1-6)

---------------------------------------------
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
November 2013 2013 Achieve, Inc. All rights reserved. 82 of 103
HS-PS1 Matter and Its Interactions
*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.
mathematical models of basic assumptions.
Use mathematical representations of phenomena to support
claims. (HS-PS1-7)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 912 builds
on K8 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. (HS-PS1-5)
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. (HS-PS1-2)
Refine a solution to a complex real-world problem, based on
scientific knowledge, student-generated sources of evidence,
prioritized criteria, and tradeoff considerations. (HS-PS1-6)
involved, can be used to describe and predict chemical
reactions. (HS-PS1-2),(HS-PS1-7)
PS1.C: Nuclear Processes
Nuclear processes, including fusion, fission, and
radioactive decays of unstable nuclei, involve release or
absorption of energy. The total number of neutrons plus
protons does not change in any nuclear process. (HS-
PS1-8)
PS1.A: Structure and Properties of Matter
Attraction and repulsion between electric charges at the
atomic scale explain the structure, properties, and
transformations of matter, as well as the contact forces
between material objects. (secondary to HS-PS1-
1),(secondary to HS-PS1-3)
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into simpler ones
that can be approached systematically, and decisions
about the priority of certain criteria over others (trade-
offs) may be needed. (secondary to HS-PS1-6)
consistent. (HS-PS1-7)

Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-4),(HS-PS1-5),(HS-PS1-8); HS.PS3.B(HS-PS1-4),(HS-PS1-6),(HS-PS1-7),(HS-PS1-8); HS.PS3.C(HS-PS1-8);
HS.PS3.D (HS-PS1-4),(HS-PS1-8); HS.LS1.C (HS-PS1-1),(HS-PS1-2),(HS-PS1-4),(HS-PS1-7); HS.LS2.B (HS-PS1-7); HS.ESS1.A (HS-PS1-8); HS.ESS1.C (HS-PS1-8); HS.ESS2.C
(HS-PS1-2),(HS-PS1-3)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-1),(HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8); MS.PS1.B (HS-PS1-1),(HS-PS1-2),(HS-PS1-
4),(HS-PS1-5),(HS-PS1-6),(HS-PS1-7),(HS-PS1-8); MS.PS1.C (HS-PS1-8); MS.PS2.B (HS-PS1-3),(HS-PS1-4),(HS-PS1-5); MS.PS3.A (HS-PS1-5); MS.PS3.B (HS-PS1-5);
MS.PS3.D (HS-PS1-4); MS.LS1.C (HS-PS1-4),(HS-PS1-7); MS.LS2.B (HS-PS1-7); MS.ESS2.A (HS-PS1-7),(HS-PS1-8)
Common Core State Standards Connections:
ELA/Literacy
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words. (HS-PS1-1)
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-PS1-3),(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-
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)
WHST.9-12.7 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-
PS1-3),(HS-PS1-6)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3)
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)
Mathematics
MP.2 Reason abstractly and quantitatively. (HS-PS1-5),(HS-PS1-7)
MP.4 Model with mathematics. (HS-PS1-4),(HS-PS1-8)
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-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4),(HS-PS1-7),(HS-PS1-8)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-
7),(HS-PS1-8)

November 2013 2013 Achieve, Inc. All rights reserved. 83 of 103
Chemistry

Atomic and Molecular Structure
1. The periodic table displays the elements in increasing atomic number and shows
how periodicity of the physical and chemical properties of the elements relates
to atomic structure. As a basis for understanding this concept:
a. Students know how to relate the position of an element in the periodic table to
its atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals, semimetals,
non- metals, and halogens.
c. Students know how to use the periodic table to identify alkali metals, alkaline
earth metals and transition metals, trends in ionization energy,
electronegativity, and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number of
electrons available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom yet
contains most of its mass.
f.* Students know how to use the periodic table to identify the lanthanide,
actinide, and transactinide elements and know that the transuranium
elements were synthesized and identified in laboratory experiments through
the use of nuclear accelerators.
g .* Students know how to relate the position of an element in the periodic table to
its quantum electron configuration and to its reactivity with other elements in
the table.
h.* Students know the experimental basis for Thomsons discovery of the electron,
Rutherfords nuclear atom, Millikans oil drop experiment, and Einsteins
explanation of the photoelectric effect.
i.* Students know the experimental basis for the development of the quantum
theory of atomic structure and the historical importance of the Bohr model of
the atom.
j .* Students know that spectral lines are the result of transitions of electrons
between energy levels and that these lines correspond to photons with a
frequency related to the energy spacing between levels by using Plancks
relationship (E=hv).

Chemical Bonds

2. Biological, chemical, and physical properties of matter result from the ability of
atoms to form bonds from electrostatic forces between electrons and protons
and between atoms and molecules. As a basis for understanding this concept:
a. Students know atoms combine to form molecules by sharing electrons to
form covalent or metallic bonds or by exchanging electrons to form ionic
bonds.
b. Students know chemical bonds between atoms in molecules such as H
2
, CH
4
,
NH
3
, H
2
CCH
2
, N
2
, Cl
2
, and many large biological molecules are covalent.
c. Students know salt crystals, such as NaCl, are repeating patterns of positive
and negative ions held together by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random pattern
relative to one another because the intermolecular forces are too weak to hold
the atoms or molecules in a solid form.
e. Students know how to draw Lewis dot structures.
f. * Students know how to predict the shape of simple molecules and their
polarity from Lewis dot structures.
g. * Students know how electronegativity and ionization energy relate to bond
formation.
h. * Students know how to identify solids and liquids held together by van der
Waals forces or hydrogen bonding and relate these forces to volatility and
boiling/ melting point temperatures.

Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept:
a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon
12 atoms to have a mass of exactly 12 grams.
c. Students know one mole equals 6.02 10
223
particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical
formula and a table of atomic masses and how to convert the mass of a
molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products in a
chemical reaction from the mass of one of the reactants or products and the
relevant atomic masses.
f. * Students know how to calculate percent yield in a chemical reaction.
g. * Students know how to identify reactions that involve oxidation and reduction
and how to balance oxidation-reduction reactions.

Gases and Their Properties
4. The kinetic molecular theory describes the motion of atoms and molecules
and explains the properties of gases. As a basis for understanding this
concept:
a. Students know the random motion of molecules and their collisions with a
surface create the observable pressure on that surface.
b. Students know the random motion of molecules explains the diffusion of gases.
c. Students know how to apply the gas laws to relations between the pressure,
temperature, and volume of any amount of an ideal gas or any mixture of
ideal gases.
d. Students know the values and meanings of standard temperature and
pressure (STP).
e. Students know how to convert between the Celsius and Kelvin temperature
scales.
f. Students know there is no temperature lower than 0 Kelvin.
g. * Students know the kinetic theory of gases relates the absolute temperature of a
gas to the average kinetic energy of its molecules or atoms.
h. * Students know how to solve problems by using the ideal gas law in the form
PV=nRT.
i. * Students know how to apply Daltons law of partial pressures to describe the
composition of gases and Grahams law to predict diffusion of gases.

Acids and Bases
5. Acids, bases, and salts are three classes of compounds that form ions in water
solutions. As a basis for understanding this concept:
a. Students know the observable properties of acids, bases, and salt solutions.
b. Students know acids are hydrogen-ion-donating and bases are hydrogen-ion-
accepting substances.
c. Students know strong acids and bases fully dissociate and weak acids and bases
partially dissociate.
d. Students know how to use the pH scale to characterize acid and base solutions.
e. * Students know the Arrhenius, Brnsted-Lowry, and Lewis acidbase definitions.
f. * Students know how to calculate pH from the hydrogen-ion concentration.
g. * Students know buffers stabilize pH in acidbase reactions.

Solutions
6. Solutions are homogeneous mixtures of two or more substances. As a basis
for understanding this concept:
a. Students know the definitions of solute and solvent.
b. Students know how to describe the dissolving process at the molecular level
by using the concept of random molecular motion.
c. Students know temperature, pressure, and surface area affect the dissolving
process.
d. Students know how to calculate the concentration of a solute in terms of grams
per liter, molarity, parts per million, and percent composition.
e. * Students know the relationship between the molality of a solute in a solution
and the solutions depressed freezing point or elevated boiling point.
f. * Students know how molecules in a solution are separated or purified by the
methods of chromatography and distillation.

Chemical Thermodynamics
7. Energy is exchanged or transformed in all chemical reactions and physical changes
of matter. As a basis for understanding this concept:
a. Students know how to describe temperature and heat flow in terms of the motion
of molecules (or atoms).
b. Students know chemical processes can either release (exothermic) or absorb
(endothermic) thermal energy.
c. Students know energy is released when a material condenses or freezes and
is absorbed when a material evaporates or melts.
d. Students know how to solve problems involving heat flow and temperature
changes, using known values of specific heat and latent heat of phase change.
e. * Students know how to apply Hesss law to calculate enthalpy change in a
reaction.
f. * Students know how to use the Gibbs free energy equation to determine whether
a reaction would be spontaneous.

Reaction Rates
8. Chemical reaction rates depend on factors that influence the frequency of collision
of reactant molecules. As a basis for understanding this concept:
a. Students know the rate of reaction is the decrease in concentration of reactants
or the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as concentration,
temperature, and pressure.
c. Students know the role a catalyst plays in increasing the reaction rate.
d.* Students know the definition and role of activation energy in a chemical reaction.

Chemical Equilibrium
9. Chemical equilibrium is a dynamic process at the molecular level. As a basis
for understanding this concept:
a. Students know how to use Le Chateliers principle to predict the effect of
changes in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse reaction
rates are equal.
c.* Students know how to write and calculate an equilibrium constant expression
for a reaction.

Organic Chemistry and Biochemistry
10. The bonding characteristics of carbon allow the formation of many different
organic molecules of varied sizes, shapes, and chemical properties and provide
the bio- chemical basis of life. As a basis for understanding this concept:
a. Students know large molecules (polymers), such as proteins, nucleic acids,
and starch, are formed by repetitive combinations of simple subunits.
b. Students know the bonding characteristics of carbon that result in the formation
of a large variety of structures ranging from simple hydrocarbons to complex
polymers and biological molecules.
c. Students know amino acids are the building blocks of proteins.
d. * Students know the system for naming the ten simplest linear hydrocarbons and
isomers that contain single bonds, simple hydrocarbons with double and triple
bonds, and simple molecules that contain a benzene ring.
e. * Students know how to identify the functional groups that form the basis
of alcohols, ketones, ethers, amines, esters, aldehydes, and organic
acids.
f. * Students know the R-group structure of amino acids and know how they
combine to form the polypeptide backbone structure of proteins.


Nuclear Processes
11. Nuclear processes are those in which an atomic nucleus changes, including
radioactive decay of naturally occurring and human-made isotopes, nuclear
fission, and nuclear fusion. As a basis for understanding this concept:
a. Students know protons and neutrons in the nucleus are held together by
nuclear forces that overcome the electromagnetic repulsion between the
protons.
b. Students know the energy release per gram of material is much larger in nuclear
fusion or fission reactions than in chemical reactions. The change in mass
(calculated by E=mc
2
) is small but significant in nuclear reactions.
c. Students know some naturally occurring isotopes of elements are radioactive,
as are isotopes formed in nuclear reactions.
d. Students know the three most common forms of radioactive decay (alpha,
beta, and gamma) and know how the nucleus changes in each type of decay.
e. Students know alpha, beta, and gamma radiation produce different amounts
and kinds of damage in matter and have different penetrations.
f. * Students know how to calculate the amount of a radioactive substance
remaining after an integral number of half-lives have passed.
g. * Students know protons and neutrons have substructures and consist of particles
called quarks.