Chemistry

Units 1-3:

• Plan and conduct an investigation to gather evidence to compare physical and chemical properties of substances such as melting point, boiling point, vapor pressure, surface tension, and chemical reactivity to infer the relative strength of attractive forces between particles. [Clarification Statement: Emphasis is on understanding the relative strengths of forces between particles. Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). (9-12. PS1.A.3)
• Predict the effect of a temperature or pressure change on the properties of a material (solids, liquids, gases).(9-12.SPS.PS1.A.6)

Unit 4: 

• Use the organization of the periodic table 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.] (9-12. PS1.A.1)

Unit 5: 

• Apply the concepts of bonding and crystalline/molecular structure to explain the macroscopic properties of various categories of structural materials, i.e. metals, ionic (ceramics), and polymers. (9-12.PS1.A.4)
  [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are
  often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.]
•  Plan and conduct an investigation to gather evidence to compare physical and chemical properties of substances such as melting point, boiling point, vapor pressure, surface tension, and chemical reactivity to infer the relative strength of attractive forces between particles. (9-12. PS1.A.3) [Clarification Statement: Emphasis is on understanding the relative strengths of forces between particles. Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite).
• Use symbolic representations and mathematical calculations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (9-12.PS1.B.3) [Clarification Statement: Emphasis is on conservation of matter and mass through balanced chemical equations, use of the mole concept and proportional relationships.]
• Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. (9-12.ETS1.B.1)

Unit 6: 

• Use symbolic representations and mathematical calculations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (9-12.PS1.B.3) [Clarification Statement: Emphasis is on conservation of matter and mass through balanced chemical equations, use of the mole concept and proportional relationships.]

Unit 7:

• Use symbolic representations and mathematical calculations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (9-12.PS1.B.3) [Clarification Statement: Emphasis is on conservation of matter and mass through balanced chemical equations, use of the mole concept, and proportional relationships.]
• Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. (9-12.ETS1.B.1)

Unit 8:

• Use symbolic representations and mathematical calculations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.  (9-12.PS1.B.3) [Clarification Statement: Emphasis is on conservation of matter and mass through balanced chemical equations, use of the mole concept and proportional relationships.]

Unit 9: 

• Compare and contrast the properties of acidic, basic and neutral solutions. (9-12.SPS.PS1.B.4)

Unit 10: 

• 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. (9-12.PS1.A.5) [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.]

Unit 11:

• Use symbolic representations 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. (9-12.PS1.C) [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.]
• Communicate technical information about how electromagnetic radiation interacts with matter. (9-12.PS4.B.1)[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
• Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (9-12.PS4.B.2) [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]