SC15.BIO.13a
Engage in argument to justify the grouping of viruses in a category separate from living things.
Engage in argument to justify the grouping of viruses in a category separate from living things.
SC15.BIO.13a
SC15.BIO.14
Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant crops).
Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant crops).
Unpacked Content
Scientific and Engineering Practices
Analyzing and Interpreting Data
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- Organisms can produce enormous numbers of offspring.
- These offspring must compete for limited resources.
- These offspring also have genetic differences that are observed as phenotypic trait variations.
- The offspring whose phenotypes provide the best chance to survive to adulthood and reproduce will pass on the highest frequency of their traits (and therefore genetic differences) to the next generation.
- The process of directed breeding to produce offspring with desired traits is called selective breeding or artificial selection.
Skills
Students are able to:
- Analyze and interpret data to recognize a pattern in changes in populations over time.
- Analyze different sources of evidence.
- Interpret the validity of data.
- Read and construct a graph.
- Recognize examples of artificial selection.
- Predict phenotypic adaptations as a result of changing environments.
- Compare organisms derived from artificial selection with their wild ancestors, who were products of natural selection.
Understanding
Students understand that:
- Natural selection leads to adaptation—to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment.
- Survival and reproduction of organisms that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
- The distribution of traits in a population can change when conditions change.
- Artificial selection allows humans to produce plants or animals with desired traits.
Vocabulary
- Artificial selection
- Natural selection
- Evolution
- Genetic variation
- Geographic variation
- Mutation
- Evolutionary fitness
- Phenotypes
- Genotypes
- Sexual reproduction
- Adaptations
- Artificial selection
- Genetic isolation
- Adaptive radiation
SC15.BIO.15
Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources.
Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources.
Unpacked Content
Scientific and Engineering Practices
Engaging in Argument from Evidence
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- As species grow in number, competition for limited resources can arise.
- Individuals in a species have genetic variation (through mutations and sexual reproduction) that is passed on to their offspring.
- Genetic variation can lead to variation of expressed traits in individuals in a population.
- Individuals can have specific traits that give them a competitive advantage relative to other individuals in the species.
- Individuals that survive and reproduce at a higher rate will provide their specific genetic variations to a greater proportion of individuals in the next generation.
- Over many generations, groups of individuals with particular traits that enable them to survive and reproduce in distinct environments using distinct resources can evolve into a different species.
- Natural selection is a process while biological evolution can result from that process.
Skills
Students are able to:
- Identify examples of adaptations among various organisms that increase fitness—camouflage, mimicry, drought tolerance, defensive coloration, beak adaptations.
- Use reasoning to connect the evidence to construct an argument.
- Interpret data.
- Defend a position.
- Use evidence to correlate claims about cause and effect.
Understanding
Students understand that:
- Natural selection occurs only if there is both variation in the genetic information between organisms in a population and variation in the expression of that genetic information (trait variation) that leads to differences in performance among individuals.
- Evolution is the consequence of the interaction of four factors:
- The potential for a species to increase in number.
- The genetic variation of individuals in a species due to mutation and sexual reproduction.
- Competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce.
- The ensuing proliferation of those organisms that are better able to survive and reproduce in the environment.
Vocabulary
- Variation
- Adaptation
- Fitness
- Biodiversity
- Habitat
- Ecosystems
- Diversity
- Population
- Population density
- Limiting factors
- Carrying capacity
- Genetic mutation
- Competition
- Natural selection
- Genetic recombination
SC15.BIO.16
Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution.
Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution.
Unpacked Content
Scientific and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
Patterns
Knowledge
Students know:
- Common ancestry and biological evolution are supported by multiple lines of empirical evidence including:
- Information derived from DNA sequences.
- Similarities of the patterns of amino acid sequences.
- Patterns in the fossil record.
- Pattern of anatomical and embryological similarities.
Skills
Students are able to:
- Examine historical explanations for the diversity of life on earth, including the work of Lamarck, Wallace, and Darwin.
- Analyze parasitic, mutualistic and commensalistic relationships to investigate large scale evolutionary strategies such as coevolution, convergent evolution and divergent evolution.
- Analyze fossil records, comparing the structure of extinct to existing species of living things.
- Analyze DNA or amino acid sequences of closely related and distantly related organisms.
- Construct a cladogram or phylogenetic tree using molecular sequences and fossil records.
- Compare and contrast vestigial and homologous structures in modern organisms.
Understanding
Students understand that:
- Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps—multiple lines of descent can be inferred by comparing the DNA sequences of different organisms.
- There are multiple lines of empirical evidence that support biological evolution.
Vocabulary
- Biogeography
- Parasitism
- Mutualism
- Commensalism
- Co-evolution
- convergent evolution
- divergent
- cladogram
- phylogenetic tree
- vestigial structures
- homologous structures
- embryonic
- genetic conservation
SC15.CHM
Chemistry
Chemistry
SC15.CHM.A
Matter and Its Interactions
Matter and Its Interactions
SC15.CHM.1
Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford’s gold foil experiment, Thomson’s cathode ray experiment, Millikan’s oil drop experiment, Bohr’s interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the patterns represented in the periodic table.
Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford’s gold foil experiment, Thomson’s cathode ray experiment, Millikan’s oil drop experiment, Bohr’s interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the patterns represented in the periodic table.
Unpacked Content
Scientific and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
Structure and Function
Knowledge
Students know:
- Examples of scientists and scientific discoveries that changed our knowledge of atomic structure.
- How these scientific discoveries relate to the information found on the periodic table.
- Each atom has a charged substructure that consists of a nucleus, which is made of protons and neutrons, surrounded by electrons.
- The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar properties in columns.
Skills
Students are able to:
- Obtain information from multiple, grade-level appropriate materials (text, media, visual displays, data).
- Communicate information from a variety of reliable sources in multiple formats (oral, graphical, textual, and/or mathematical).
Understanding
Students understand that:
- It is important to gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used.
- Our knowledge of the structure and function of the atom changed over time due to scientific discoveries, and the history of the periodic table traces our understanding of the atom.
- Macroscopic patterns are related to the nature of atomic/ molecular/ particulate level structure.
Vocabulary
- Atomic theory
- Periodic table history
- Macroscopic level
- Atomic/ molecular/ particulate level
SC15.CHM.2
Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass.
Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models
Crosscutting Concepts
Scale, Proportion, and Quantity
Knowledge
Students know:
- Each atom has a charge substructure that consists of a nucleus, which is made of protons and neutrons, surrounded by electrons.
- The majority of an atom's mass comes from the protons and neutrons in the nucleus.
- Electrons have a very small mass, so they are not typically included in atomic mass calculations.
- Atoms of an element can have different masses, and we call those atoms isotopes.
- Isotopes of a given element have the same number of protons, but different number of neutrons.
- Most elements exist in nature in isotopic form.
Skills
Students are able to:
- Develop a model based on evidence to illustrate the relationship between the structure of the atom and the average atomic mass of an element.
- Use the model to make predictions.
- Calculate weighted averages.
- Determine the most common isotopic form of an element in nature.
Understanding
Students understand that:
- Models can be computational or mathematical.
- The published atomic mass of an element is a weighted average of all known isotopes of that element.
- Macroscopic patterns are related to the nature of atomic/ molecular/ particulate level structure.
Vocabulary
- Atomic mass
- Isotopes
- Abundance
- Weighted average
- Nucleus
- Protons
- Neutrons
- Macroscopic level
- Atomic/ molecular/ particulate level
SC15.CHM.3
Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.
Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models; Analyzing and Interpreting Data
Crosscutting Concepts
Patterns; Systems and System Models; Structure and Function
Knowledge
Students know:
- The atom has a positively-charged nucleus, containing protons and neutrons, surrounded by negatively-charged electrons.
- The periodic table can be used to determine the number of particles in an atom of a given element.
- The relationship between the arrangement of main group elements on the periodic table and the pattern of valence electrons in their atoms.
- The relationship between the arrangement of elements on the periodic table and the number of protons in their atoms.
- The trends in relative size, reactivity, and electronegativity in atoms are based on attractions of the valence electrons to the nucleus.
- The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements are based on the arrangement of valence electrons in the atoms.
- The shapes of molecules are based on the arrangement of valence electrons in the atoms.
- The rules for naming chemical compounds are based upon the type of bond formed.
- The number and charges in stable ions that form from atoms in a group of the periodic table are based on the arrangement of valence electrons in the atoms.
Skills
Students are able to:
- Predict relative properties of elements using the periodic table.
- Predict patterns in periodic trends based on the structure of the atom.
- Predict patterns in bonding and shape based on the structure of the atom.
- Use the periodic table to determine how elements will bond.
Understanding
Students understand that:
- Models are based on evidence to illustrate the relationships between systems or between components of a system.
- Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
- The periodic table arranges elements into periods/ rows by the number of protons in the atom's nucleus.
- Elements with similar properties are placed into groups/ families/ columns based on the repeating pattern of valence electrons in their atoms.
- Attraction and repulsion between electrical charges at the atomic scale explain the structure, properites, and transformations of matter, as well as the contact forces between material objects.
- The attraction and repulsion of charged particles in the atom creates patterns of properties of elements.
- The arrangement of valence electrons in an atom also creates patterns of properties of elements.
- Elements form bonds based upon their valence electron arrangement.
- Chemical compounds are named based upon the type of bonds formed by their constituent atoms/ ions.
- Different patterns may be observed at the atomic/ molecular level and the macroscopic level.
Vocabulary
- Protons
- Neutrons
- Nucleus
- Electrons
- Valence
- Main group elements
- Properties
- Atoms
- Elements
- Periods/ Rows
- Groups/ Families/ Columns
- Atomic/ molecular level
- Macroscopic level
- Periodic trends
- metal/ nonmetal/ metalloid behavior
- electrical/ heat conductivity
- electronegativity
- electron affinity
- ionization energy
- atomic-covalent/ ionic radii
- Molecular modeling
- Lewis dot
- 3-D ball-and-stick
- space-filling
- VSEPR
- Types of bonds
- ionic bonds
- covalent/ molecular bonds
- metallic bonds
- Molecular shapes
- Ions
- Ionic compounds
- Covalent/ molecular compounds
SC15.CHM.3a
Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, and how they relate to position in the periodic table.
Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, and how they relate to position in the periodic table.
SC15.CHM.3b
Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.
Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.
SC15.CHM.3c
Use the periodic table as a model to derive formulas and names of ionic and covalent compounds.
Use the periodic table as a model to derive formulas and names of ionic and covalent compounds.
SC15.CHM.4
Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound.
Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound.
Unpacked Content
Scientific and Engineering Practices
Planning and Carrying out Investigations
Crosscutting Concepts
Patterns
Knowledge
Students know:
- Properties of matter can be classified as intensive or extensive.
- Some examples of intensive properties of matter are, but are not limited to, density, boiling point, and specific heat.
- Some examples of extensive properties of matter are, but are not limited to, heat, mass, and volume.
- Intensive properties can be used to identify a substance.
- Some properties of matter are visible on the macroscopic level, while others are evident at the atomic/ molecular/ particulate level.
Skills
Students are able to:
- Plan an investigation that outlines the experimental procedure, including safety considerations, how data will be collected, number of trials, experimental setup, and equipment required.
- Determine the types, quantity, and accuracy of data needed to produce reliable measurements.
- Conduct an investigation to collect and record data that can be used to classify properties of matter as intensive or extensive.
- Classify properties of matter as intensive or extensive.
- Evaluate investigation design to determine the accuracy and precision of the data collected, as well as limitations of the investigation.
- Identify a compound based on its intensive properties.
Understanding
Students understand that:
- Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
- The data generated from an investigation serves as the basis for evidence.
- Macroscopic patterns are related to the nature of atomic/ molecular level structure.
Vocabulary
- Properties
- Intensive properties and examples (e.g., density, viscosity, melting point, etc.)
- Extensive properties and examples (e.g., mass, volume, heat, etc.)
- Matter
- Macroscopic level
- Atomic/ molecular level
SC15.CHM.5
Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants.
Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants.
Unpacked Content
Scientific and Engineering Practices
Planning and Carrying out Investigations; Using Mathematics and Computational Thinking
Crosscutting Concepts
Patterns; Scale, Proportion, and Quantity; Energy and Matter
Knowledge
Students know:
- The total number of atoms of each element in the reactants and in the products is the same.
- The number and types of bonds that each atom forms is determined by their valence electron arrangement.
- The valence electron state of the atoms that make up the reactants and the products is based on their location on the periodic table.
- Patterns of attraction allow the prediction of the type of reaction that occurs.
- Chemical equations are a mathematical representation of chemical reactions.
- Coefficients of a balanced chemical equation indicate the ratio in which substances react or are produced.
- Substances in a chemical reaction react proportionally.
- The mole is used to convert between the atomic/ molecular/ particulate and macroscopic levels.
- Mathematical representations may include calculations, graphs or other pictorial depictions.
- Matter cannot be created or destroyed but is conserved during a chemical change.
- Substances in a chemical reaction react proportionally.
- Conversion between the atomic/ molecular/ particulate and macroscopic levels requires the use of moles and Avogadro's number.
- Mathematical representations may include calculations, graphs or other pictorial depictions of quantitative information.
Skills
Students are able to:
- Plan an investigation that outlines the experimental procedure, including safety considerations, how data will be collected, number of trials, experimental setup, and equipment required.
- Conduct an investigation to collect and record data that can be used to classify reactions and determine the quantity of reactants and products.
- Write correct chemical formulas of products and reactants using valence electron arrangement.
- Demonstrate that the numbers and types of atoms are the same both before and after the reaction.
- Identify the numbers and types of bonds in both the reactants and products.
- Describe how the patterns of reactivity at the macroscopic level are determined using the periodic table.
- Identify reactants and products in a chemical reaction using a chemical equation.
- Balance chemical equations.
- Determine the number of atoms/ molecules and number of moles of each component in a chemical reaction using a balanced chemical equation.
- Determine the molar mass of all components of a chemical reaction.
- Calculate the mass number of atoms, molar mass and number of moles of substances in a chemical reaction.
- Calculate the mass of a component in a chemical reaction given the mass or number of moles of any other component using proportional relationships.
- Predict the number of atoms in the reactant and product at the atomic or molecular scale.
- Use mathematical representations to support the claim that atoms and therefore mass are conserved during a chemical reaction.
Understanding
Students understand 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.
- Scientists plan and conduct investigations individually and collaboratively to produce data to serve as the basis for evidence.
- The periodic table orders elements horizontally by the number of protons and places those with similar properties into columns, which reflect patterns of valence electrons.
- The fact that atoms are conserved, together with knowledge of chemical properties of the elements involved, can be used to describe and predict chemical reactions.
- Different patterns may be observed at each level (macroscopic, atomic/ molecular, etc.) and can provide evidence to explain phenomena.
- Mathematical representations of phenomena are used to support claims and may include calculations, graphs or other pictorial depictions of quantitative information.
- The total amount of energy and matter in closed systems is conserved.
- Science assumes the universe is a vast single system in which basic laws are consistent.
- Mathematical representations of phenomena are used to support claims and may include calculations, graphs or other pictorial depictions of quantitative information.
- The fact that atoms are conserved, together with the knowledge of the chemical properties of the substances involved, can be used to describe and predict chemical reactions.
- The total amount of energy and matter in closed systems is conserved.
- Science assumes the universe is a vast single system in which basic laws are consistent.
Vocabulary
- Chemical reactions
- Valence electrons
- Reactants
- Products
- Macroscopic level
- Atomic/ molecular/ particulate level
- Ionic bonds
- Covalent/ molecular bonds
- Types of reactions:
- synthesis
- decomposition
- single replacement/ displacement
- double replacement/ displacement
- combustion
- Chemical reactions
- Reactants
- Products
- Chemical equations
- Coefficients
- Subscripts
- Mass
- Moles
- Mole ratio
- Ratio
- Atoms
- Conservation of matter
- Quantitative
- Qualitative
- Stoichiometry
SC15.CHM.5a
Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles.
Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles.
SC15.CHM.5b
Use mathematics and computational thinking to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Use mathematics and computational thinking to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
SC15.CHM.6
Use mathematics and computational thinking to express the concentrations of solutions quantitatively using molarity.
Use mathematics and computational thinking to express the concentrations of solutions quantitatively using molarity.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models; Planning and Carrying out Investigations; Analyzing and Interpreting Data; Using Mathematics and Computational Thinking
Crosscutting Concepts
Patterns; Cause and Effect; Scale, Proportion, and Quantity; Structure and Function
Knowledge
Students know:
- The mole is used to convert between the atomic/ molecular and macroscopic levels.
- Concentrations of solutions can be compared quantitatively using molarity.
- Mathematical representations may include calculations, graphs or other pictorial depictions of quantitative information.
- Solutions are a type of mixture that appears homogeneous at the macroscopic level but may be heterogeneous at the atomic/ molecular level.
- Solutes are the portion of a solution present in the lesser amount.
- Solvents are the portion of a solution present in the greater amount.
- Both temperature and pressure affect the solubility of solutes.
- The effect of temperature on the solubility of a liquid or solid solute differs from that of gaseous solutes.
- The effect of pressure on the solubility of gaseous solutes differs from that of liquid or solid solutes.
- The ability of a substance to conduct electricity is determined by the presence of charged particles that are able to move about freely.
- Ionic compounds typically conduct electricity when melted or dissolved in water because the charged particles are able to move about freely.
- Covalent compounds typically do not conduct electricty when melted or dissolved in water because there are no charged particles.
- Exceptions to the typical conductivity of solutions include strong acids, which ionize in water solutions.
- An acid has more hydronium ions than hydroxide ions.
- A base has more hydroxide ions than hydronium ions. pH is a measure of the number of hydronium ions present in a solution.
Skills
Students are able to:
- Identify solute and solvent in a solution.
- Calculate the molarity of a solution.
- Represent the process of dissolving using a model.
- Analyze data using tools, technologies, and/ or models to identify relationships within the datasets.
- Use analyzed data as evidence to describe the relationships between temperature changes and pressure changes on solubility.
- Plan an investigation that outlines the experimental procedure, including safety considerations, how data will be collected, number of trials, experimental setup, and equipment required.
- Conduct a planned investigation to test the conductivity of common ionic and covalent substances in solution.
- Analyze collected and recorded data from investigation to determine conductivity of common ionic and covalent substances.
- Use the pH scale to determine if a substance is acidic or basic.
- Determine the concentration of hyfronium or hydroxide ions in a solution based on pH value.
Understanding
Students understand that:
- Mathematical representations of phenomena are used to describe explanations.
- The properties of matter at the macroscopic level are determined by the interaction of particles at the atomic/ molecular level.
- Proportional relationships among different types of quantities provide information about the magnitude of properties.
- Models are used to predict the relationships between systems or components of a system.
- The properties of matter at the macroscopic level are determined by the interaction of particles at the atomic/ molecular level.
- Proportional relationships among different types of quantities provide information about the magnitude of properties.
- Data can be analyzed using tools, technologies, and/ or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims.
- Different patterns may be observed at each of the scales at which a system is studied and ca provide evidence for causality in explanations of phenomena.
- The properties of matter at the macroscopic level are determined by the interaction of particles at the atomic/ molecular level.
- Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
- Scientists 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.
- The properties of matter at the macroscopic level are determined by the interaction of particles at the atomic/ molecular level.
- The function of a material and its macroscopic properties are related to the atomic/ molecular level structure of the material.
- Models are used to predict the relationships between systems or components of a system.
- The properties of matter at the macroscopic level are determined by the interaction of particles at the atomic/ molecular level.
- Proportional relationships among different types of quantities provide information about the magnitude of properties.
Vocabulary
- Molarity
- Moles
- Volume
- Solution
- Solute
- Solvent
- Concentrations
- Dissolving
- Solubility
- Ionic
- Covalent
- atomic/ molecular/ particulate level
- macroscopic level
- pH
- hydronium ion
- hydroxide ion
- concentration
- concentrated
- dilute
- acids and bases (strong/ weak)
- properties
SC15.CHM.6a
Develop and use models to explain how solutes are dissolved in solvents.
Develop and use models to explain how solutes are dissolved in solvents.
SC15.CHM.6b
Analyze and interpret data to explain effects of temperature on the solubility of solid, liquid, and gaseous solutes in a solvent and the effects of pressure on the solubility of gaseous solutes.
Analyze and interpret data to explain effects of temperature on the solubility of solid, liquid, and gaseous solutes in a solvent and the effects of pressure on the solubility of gaseous solutes.
SC15.CHM.6c
Design and conduct experiments to test the conductivity of common ionic and covalent substances in a solution.
Design and conduct experiments to test the conductivity of common ionic and covalent substances in a solution.
SC15.CHM.6d
Use the concept of pH as a model to predict the relative properties of strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and Brønsted-Lowry acids and bases).
Use the concept of pH as a model to predict the relative properties of strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and Brønsted-Lowry acids and bases).
SC15.CHM.7
Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles.
Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles.
Unpacked Content
Scientific and Engineering Practices
Planning and Carrying out Investigations; Using Mathematics and Computational Thinking
Crosscutting Concepts
Scale, Proportion, and Quantity; Energy and Matter
Knowledge
Students know:
- Behavior of gases is determined by the movement and interactions of the particles.
- Relationships among the variables (pressure, volume, temperature, number of particles) can be used to predict the changes to a gaseous system.
- The movement and interactions of gas particles within a system and the type of sytem determine the behavior of gases.
- Relationships among the variables (pressure, volume, temperature, number of particles) can be used to predict the changes to a gaseous system.
Skills
Students are able to:
- Plan an investigation that describes experimental procedure, including how data will be collected, number of trials, experimental setup, and equipment required.
- Conduct an investigation to collect and record data that can be used to describe the relationship between the measureable properties of a substance and the motion of the particles of the substance.
- Analyze recorded data to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles.
- Identify relevant components in mathematical representations of the gas laws.
- Analyze data using tools, technologies, and/ or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims.
- Use mathematical representations to determine the value of any relevant components in mathematical representations of the gas laws, given the other values.
Understanding
Students understand that:
- Scientists plan and conduct investigations individually and collaboratively to produce data to serve as the basis for evidence.
- Changes in the variables that affect the motion of gas particles can be described and predicted using scientific investigations.
- The patterns of interactions between particles at the atomic/ molecular/ particulate level are reflected in the patterns of behavior at the macroscopic scale.
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.
- Mathematical representations of phenomena are used to support claims and may include calculations, graphs or other pictorial depictions of quantitative information.
- Changes in the variables that affect the motion of gas particles can be described and predicted using scientific investigations.
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Vocabulary
- Pressure
- Volume
- Temperature
- Number of particles
- System
- Atomic/ molecular level
- Macroscopic level
- independent variable
- Dependent variable
- controlled variable(s)
- Direct proportional/ relationship
- Inverse proportional/ relationship
- Avogadro's Law
- Boyle's Law
- Charles' Law
- Gay-Lussac's Law (Amontons' Law)
- Ideal gas law
- Constant
SC15.CHM.7a
Use mathematics to describe the relationships among pressure, temperature, and volume of an enclosed gas when only the amount of gas is constant.
Use mathematics to describe the relationships among pressure, temperature, and volume of an enclosed gas when only the amount of gas is constant.
SC15.CHM.7b
Use mathematical and computational thinking based on the ideal gas law to determine molar quantities.
Use mathematical and computational thinking based on the ideal gas law to determine molar quantities.
SC15.CHM.8
Refine the design of a given chemical system to illustrate how LeChâtelier’s principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar- water solution).*
Refine the design of a given chemical system to illustrate how LeChâtelier’s principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar- water solution).*
Unpacked Content
Scientific and Engineering Practices
Constructing Explanations and Designing Solutions
Crosscutting Concepts
Stability and Change
Knowledge
Students know:
- Various stresses made at the macroscopic level, such as change in temperature, pressure, volume, concentration, affect a chemical system at the molecular level.
- Reaction rates of forward/ backward reactions change with stresses until rates are equal again.
- Forward/ reverse reactions occur at the same rate in dynamic equilibrium, so chemical systems appear stable at macroscopic level.
- The egineering design process is a cycle with no official starting or ending point, and, therefore, can be used repeatedly to refine your work.
Skills
Students are able to:
- Use the engineering design process (ask, imagine, plan, create, improve) to refine a chemical system.
- Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, and peer review).
- Construct and present arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Understanding
Students understand that:
- Much of science deals with constructing explanations of how things change and how they remain stable.
- Solutions to real-world problems can be refined using scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- In many situations, a balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
- Criteria may need to be broken down into simpler ones and decisions about the priority of certain criteria over others (tradeoffs) may be needed.
Vocabulary
- system
- dynamic equilibrium
- stresses
- LeChatelier's principle
- criteria
- constraints
- reversible reaction
- forward/ backward rates
- macroscopic level
- atomic/ molecular level
- claim
- evidence
- reasoning
SC15.CHM.B
Motion and Stability: Forces and Interactions
Motion and Stability: Forces and Interactions
SC15.CHM.9
Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes.
Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes.
Unpacked Content
Scientific and Engineering Practices
Analyzing and Interpreting Data
Crosscutting Concepts
Energy and Matter
Knowledge
Students know:
- As kinetic energy is added to a system, the forces of attraction between particles can no longer keep the particles close together.
- Patterns of interactions between particles at the molecular level are reflected in the patterns of behavior at the macroscopic scale.
- Patterns observed at multiple levels (macroscopic, atomic/ molecular/ particulate) can provide evidence of the causal relationships between the strength of the electrical forces between particles and the structure of the substance at the macroscopic level.
Skills
Students are able to:
- Analyze and interpret data to describe why properties provide information about the strength of electrical forces between the particles of chosen substances, including phase-change diagrams.
Understanding
Students understand that:
- Data is analyzed using tools, technologies, and/ or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims.
- The structure and interactions of matter at the macroscopic level are determined by electrical forces within and between atoms.
- Different patterns may be observed at each of the levels at which a system is studied and can provide evidence for causality in explanations of phenomena.
Vocabulary
- physical properties
- melting point
- boiling point
- solubility
- phase-change diagrams
- Atomic/ molecular level
- Macroscopic level
- Particles
- ions
- atoms
- molecules
- networked materials (like graphite)
- Intermolecular/ electrical forces
- System
SC15.CHM.C
Energy
Energy
SC15.CHM.10
Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) validate the kinetic molecular theory.
Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) validate the kinetic molecular theory.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models; Planning and Carrying out Investigations
Crosscutting Concepts
Energy and Matter; Stability and Change
Knowledge
Students know:
- As the kinetic energy of colliding particles increases, the number of collisions increases and vice versa.
- Behavior of gases is determined by the movement and interactions of the particles.
- Particles of a gas are in rapid, constant motion and move in straight lines.
- The particles of a gas are tiny compared to the distance between them.
- Intermolecular forces do not affect the behavior of gases because of the large distance between the particles.
- Energy is conserved when gas particles collide (energy lost by one particle is gained by the other).
- Temperature is a measure of average kinetic energy of gas particles.
Skills
Students are able to:
- Plan an investigation that describes experimental procedure, including how data will be collected, number of trials, experimental setup, and equipment required.
- Conduct an investigation to collect and record data that can be used to describe the relationship between the measureable properties of a substance and the motion of the particles of the substance.
- Use evidence from experiment to show how changes to the system change the number of particle collisions.
- Develop a model based on evidence to illustrate/ explain the relationships between systems or between components of a system.
Understanding
Students understand that:
- Scientists plan and conduct investigations 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.
- Much of science deals with constructing explanations of how things change and how they remain stable.
- Science assumes the universe is a vast single system in which basic laws are consistent.
- Models are used to illustrate the relationships between systems or between components of a system.
Vocabulary
- Kinetic molecular theory
- Kinetic energy
- phase changes
- Particle collisions
- Pressure
- Temperature
- Absolute zero
- Kelvin
- Celsius
- System
SC15.CHM.10a
Develop a model to explain the relationship between the average kinetic energy of the particles in a substance and the temperature of the substance (e.g., no kinetic energy equaling absolute zero [0K or -273.15C]).
Develop a model to explain the relationship between the average kinetic energy of the particles in a substance and the temperature of the substance (e.g., no kinetic energy equaling absolute zero [0K or -273.15C]).
SC15.CHM.11
Construct an explanation that describes how the release or absorption of energy from a system depends upon changes in the components of the system.
Construct an explanation that describes how the release or absorption of energy from a system depends upon changes in the components of the system.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models; Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions
Crosscutting Concepts
Cause and Effect; Systems and System Models; Stability and Change
Knowledge
Students know:
- Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as within the system, energy is continually transferred from one object to another and between its various possible forms.
- Models are developed based on evidence to illustrate the relationships between systems or between components of a system.
- 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.
- In chemical processes, whether or not energy is stored or released can be understood in terms of collisions of molecules and rearrangement of atoms into new molecules.
- The energy change within a system is accounted for by the change in the bond energies of the reactants and products.
- Breaking bonds requires an input of energy from the system or surroundings, and forming bonds releases energy to the system and surroundings.
- The energy transfer between systems and surroundings is the difference in energy between bond energies of the reactants and products.
- Although energy cannot be destroyed, it can be converted to less useful forms (i.e., to thermal energy in the surrounding environment).
- The overall energy of the system and surroundings is conserved during the reaction.
- Energy transfer occurs during molecular collisions.
Skills
Students are able to:
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natrual world operate today as they did in the past and will continue to do so in the future.
- Apply scientific principles and evidence to provide an explanation of phenomena.
- Develop a model based on evidence to illustrate the relationships between systems or components of a system.
- Describe relationships between system components to illustrate that the net energy change within the system is due to bonds being broken and formed, that the energy transfer between the system and surroundings results from molecular collisions, and that the total energy change of the chemical reaction system is matched by an equal but opposite change of energy in the surroundings.
- Plan an investigation that describes experimental procedure (including safety considerations), how data will be collected, number of trials, experimental setup, equipment required, and how the closed system will be constructed and initial conditions of system.
- Conduct an investigation to collect and record data that can be used to calculate the change in thermal energy of each of the two components of the system.
Understanding
Students understand that:
- Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as within the system, energy is continually transferred from one object to another and between its various possible forms.
- When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
- Models are developed based on evidence to illustrate the relationships between systems or between components of a system.
- 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.
- In chemical processes, whether or not energy is stored or released can be understood in terms of collisions of molecules and rearrangement of atoms into new molecules.
- Uncontrolled systems always evolve toward more stable states (i.e., toward more uniform energy distribution).
- The distribution of thermal energy is more uniform after the interaction of the hot and cold components.
- Energy cannot be created or destroyed, but it can be trasported from one place to another and transferred between systems.
- Scientists 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 data. Uncontrolled systems always evolve toward more stable states (i.e., toward more uniform energy distribution).
- The distribution of thermal energy is more uniform after the interaction of the hot and cold components.
- Energy cannot be created or destroyed, but it can be trasported from one place to another and transferred between systems.
- When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
Vocabulary
- System
- Surroundings
- Reactants
- Products
- Endothermic
- Exothermic
- Bond energy
- Molecular collisions
- Conservation of energy
- Closed system
- System boundaries
- Components
- Surroundings
- Conservation of energy
- Energy transfer
- Thermal energy
SC15.CHM.11a
Develop a model to illustrate how the changes in total bond energy determine whether a chemical reaction is endothermic or exothermic.
Develop a model to illustrate how the changes in total bond energy determine whether a chemical reaction is endothermic or exothermic.
SC15.CHM.11b
Plan and conduct an investigation that demonstrates the transfer of thermal energy in a closed system (e.g., using heat capacities of two components of differing temperatures).
Plan and conduct an investigation that demonstrates the transfer of thermal energy in a closed system (e.g., using heat capacities of two components of differing temperatures).
SC15.ESS
Earth and Space Science
Earth and Space Science
SC15.ESS.A
Earth’s Place in the Universe
Earth’s Place in the Universe
