Home / Next Generation Science Standards for Essential Chemistry 1st Edition
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Standard | Description | Correlation Type |
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HS-PS1-8 | Students develop radioactive decay models that describe* that alpha particle emission is a type of fission reaction, and that beta and gamma emission are not. | SB Content |
HS-PS3-2 | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). | |
HS-PS3-2 | Students develop models in which they identify and describe the relevant components, including: All the components of the system and the surroundings, as well as energy flows between the system and the surroundings | SB Content |
HS-PS3-2 | Students develop models in which they identify and describe the relevant components, including: Clearly depicting both a macroscopic and a molecular/atomic-level representation of the system; | SB Content |
HS-PS3-2 | Students develop models in which they identify and describe the relevant components, including: Depicting the forms in which energy is manifested at two different scales: Molecular/atomic, such as motions (kinetic energy) of particles (e.g., nuclei and electrons), the relative positions of particles in fields (potential energy), and energy in fields | SB Content |
HS-PS3-2 | Students use their models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles/objects and energy associated with the relative positions of particles/objects on both the macroscopic and microscopic scales | SB Content |
HS-PS3-4 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). | |
HS-PS3-4 | Students develop an investigation plan and describe* the data that will be collected and the evidence to be derived from the data, including: The measurement of the reduction of temperature of the hot object and the increase in temperature of the cold object to show that the thermal energy lost by the hot object is equal to the thermal energy gained by the cold object and that the distribution of thermal energy is more uniform after the interaction of the hot and cold components; | SB Content |
HS-PS3-4 | Students develop an investigation plan and describe* the data that will be collected and the evidence to be derived from the data, including: The heat capacity of the components in the system (obtained from scientific literature). | SB Content |
HS-PS3-4 | In the investigation plan, students describe*: The data that will be collected, including masses of components and initial and final temperatures; | SB Content |
HS-PS3-4 | In the investigation plan, students describe*: The experimental procedure, including how the data will be collected, the number of trials, the experimental set up, and equipment required. | SB Content |
HS-PS3-4 | Students collect and record data that can be used to calculate the change in thermal energy of each of the two components of the system. | SB Content |
Cross Cutting Concepts |
Patterns
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Science & Engineering Practices | The six Science and Engineering Practices are addressed in through our labs that lead to four capstone projects that employ design-redesign, cost analysis and project presentation. Each project asks students to design a solution to an everyday problem. Students are in charge of planning investigations which always include data collection, analysis, and interpretation within a defined set of constraints. Students must defend their decisions and propose explanations for outcomes. The projects are:
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