Home / Next Generation Science Standards for Essential Chemistry 1st Edition
Standards & Correlations
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| Standard | Description | Correlation Type |
|---|---|---|
| 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. | |
| HS-PS1-1 | From the given model, students identify and describe* the components of the model that are relevant for their predictions, Elements and their arrangement in the periodic table; | SB Content SB Content SB Content SB Content |
| HS-PS1-1 | From the given model, students identify and describe* the components of the model that are relevant for their predictions, A positively-charged nucleus composed of both protons and neutrons, surrounded by negatively-charged electrons | SB Content SB Content |
| HS-PS1-1 | From the given model, students identify and describe* the components of the model that are relevant for their predictions, Electrons in the outermost energy level of atoms (i.e., valence electrons); | SB Content |
| HS-PS1-1 | From the given model, students identify and describe* the components of the model that are relevant for their predictions, The number of protons in each element. | SB Content |
| HS-PS1-1 | Students identify and describe* the following relationships between components in the given model,The arrangement of the main groups of the periodic table reflects the patterns of outermost electrons. | SB Content |
| HS-PS1-1 | Students identify and describe* the following relationships between components in the given model, Elements in the periodic table are arranged by the numbers of protons in atoms. | SB Content |
| HS-PS1-1 | Students use the periodic table to predict the patterns of behavior of the elements based on the attraction and repulsion between electrically charged particles and the patterns of outermost electrons that determine the typical reactivity of an atom. | SB Content |
| HS-PS1-1 | Students predict the following patterns of properties: The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements; | SB Content |
| HS-PS1-1 | Students predict the following patterns of properties: The number and charges in stable ions that form from atoms in a group of the periodic table | SB Content SB Content SB Content |
| HS-PS1-1 | Students predict the following patterns of properties: The trend in reactivity and electronegativity of atoms down a group, and across a row in the periodic table, based on attractions of outermost (valence) electrons to the nucleus; | SB Content |
| HS-PS1-1 | Students predict the following patterns of properties: The relative sizes of atoms both across a row and down a group in the periodic table. | SB Content SB Content |
| 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. | |
| HS-PS1-2 | Students construct an explanation of the outcome of the given reaction, including: The idea that the total number of atoms of each element in the reactant and products is the same | SB Content |
| HS-PS1-2 | Students construct an explanation of the outcome of the given reaction, including: The idea that the total number of atoms of each element in the reactant and products is the same; The numbers and types of bonds (i.e., ionic, covalent) that each atom forms, as determined by the outermost (valence) electron states and the electronegativity; | SB Content SB Content |
| HS-PS1-2 | Students construct an explanation of the outcome of the given reaction, including: The outermost (valence) electron state of the atoms that make up both the reactants and the products of the reaction is based on their position in the periodic table; | SB Content |
| HS-PS1-2 | Students construct an explanation of the outcome of the given reaction, including: A discussion of how the patterns of attraction allow the prediction of the type of reaction that occurs (e.g., formation of ionic compounds, combustion of hydrocarbons). | SB Content SB Content |
| HS-PS1-2 | Students identify and describe the evidence to construct the explanation, including: Identification of the products and reactants, including their chemical formulas and the arrangement of their outermost (valence) electrons | SB Content SB Content |
| HS-PS1-2 | Students identify and describe the evidence to construct the explanation, including: Identification of the numbers and types of bonds (i.e., ionic, covalent) in both the reactants and the products | SB Content |
| HS-PS1-2 | Students identify and describe the evidence to construct the explanation, including: The patterns of reactivity (e.g., the high reactivity of alkali metals) at the macroscopic level as determined by using the periodic table; | SB Content |
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