High School Conceptual Progressions Model Course 1

High School Conceptual Progressions Model Course 1 - Bundle 2

Electrical Forces and Matter or Interactions Between Particles

This is the second bundle of the High School Conceptual Progressions Model Course 1. Each bundle has connections to the other bundles in the course, as shown in the Course

Flowchart.

Bundle 2 Question: This bundle is assembled to address the question of “How do substances combine or react to make new substances?

Summary

The bundle organizes performance expectations with a focus on helping students understand how substances combine or react to make new substances.

Instruction developed from this bundle should always maintain the three-dimensional nature of the standards, but recognize that instruction is not

limited to the practices and concepts directly linked with any of the bundle performance expectations.

Connections between bundle DCIs

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons (PS1.A as in HS-PS1-1). This

idea of a substructure connects to the periodic table by the way it orders elements horizontally by the number of protons in the atom’s nucleus (PS1.A as in HS-

PS1-1, HS-PS1-2). The charged substructure of an atom also connects to the concepts of attraction and repulsion between electric charges at the atomic scale

(PS2.B as in HS-PS2-6) and the idea that at the bulk scale, atomic structure and the electrical forces within and between atoms thus determines the structure and

interactions of matter (PS1.A as in HS-PS1-3). Because atoms are conserved along with knowledge of the chemical properties of elements, chemical reactions

can be described and predicted (PS1.B as in HS-PS1-2).

The idea that it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and

environmental impacts when evaluating solutions (ETS1.B as in HS-ETS1-3) could connect to several bundle DCIs, such as how the attraction and repulsion

between electric charges explain the structure, properties, and transformations of matter (PS2.B as in HS-PS2-6) and how the structure and interactions of matter

are determined by electrical forces within and between atoms (PS1.A as in HS-PS1-3). Because engineers match the best material to meet the design criteria and

constraints (ETS1.B as in HS-ETS1-3), connections could be made through an engineering design task such as selecting materials to design insulation for a

building or food storage for maximum energy conservation or selecting materials to design a roller coaster or car for maximum safety and longevity.

Bundle Science and Engineering Practices

Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the practices of using models (HS-PS1-1), planning and

conducting an investigation (HS-PS1-3), constructing and revising an explanation (HS-PS1-2, HS-ETS1-3), and communicating scientific and technical

information (HS-PS2-6). Many other practice elements can be used in instruction.

Bundle Crosscutting Concepts

Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (HS-PS1-1, HS-PS1-2,

HS-PS1-3) and Structure and Function (HS-PS2-6). Many other CCC elements can be used in instruction.

All instruction should be three-dimensional.

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Performance Expectations

HS-PS2-6 and HS-ETS1-3 are

partially assessable

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 Statement:

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 Raoult’s law calculations of vapor

pressure.]

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the

functioning of designed materials.* [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.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

HS-ETS1-3. 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.

Example Phenomena

A glass bottle of water breaks when the water freezes.

Diamond is hard and clear while graphite is soft, opaque, and gray.

Additional Practices

Building to the PEs

Asking Questions and Defining Problems

 Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

Students could ask questions that arise from examining the periodic table to seek additional information and [identify]

relationships for how the table orders elements and places those with similar chemical properties in columns [based on]

patterns of outer electron states. HS-PS1-1 and HS-PS1-2

Developing and Using Models

 Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly

between model types based on merits and limitations.

Students could develop multiple types of models to predict [how] the periodic table orders elements and places those with

similar chemical properties in columns. HS-PS1-1 and HS-PS1-2

Planning and Carrying Out Investigations

 Plan an investigation or test a design individually or collaboratively to produce data to serve as the basis for evidence as part

of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible

confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

Students could plan an investigation to produce data to build a model for how the chemical properties of the elements

involved in a chemical reaction can be described and used to predict a chemical reaction. HS-PS1-2

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Additional Practices

Building to the PEs

(Continued)

Analyzing and Interpreting Data

 Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it

relative to criteria for success.

Students could analyze data to identify characteristics of a proposed [design solution that makes use of] the attraction and

repulsion between electric charges at the atomic scale. HS-PS2-6

Using Mathematical and Computational Thinking

 Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving

quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).

Students could apply unit conversions [to compare how] the structure and interactions of matter at the bulk scale are [related

to] electrical forces within and between atoms. HS-PS1-3

Constructing Explanations and Designing Solutions

 Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-

generated sources of evidence, prioritized criteria, and tradeoff considerations.

Students could evaluate a solution to a complex real-world problem, based on scientific knowledge [about the relationship

between] the structure of matter at the bulk scale [and] electrical forces within and between atoms. HS-PS1-3

Engaging in Argument from Evidence

 Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations, new evidence, limitations (e.g.

trade-offs), constraints, and ethical issues.

Students could evaluate the evidence behind currently accepted explanations [for how the] structure, properties, and

transformations of matter are important in the functioning of designed materials. HS-PS2-6

Obtaining, Evaluating, and Communicating Information

 Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying

the data when possible.

Students could evaluate the validity and reliability of claims that appear in scientific texts [about how the] structure,

properties, and transformations of matter are important in the functioning of designed materials. HS-PS2-6

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Additional Crosscutting

Concepts Building to PEs

Patterns

 Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

Students could analyze and interpret patterns of performance of designed materials [that make use of the] properties,

matter. HS-PS2-6

Energy and Matter

 The total amount of energy and matter in closed systems is conserved.

Students could [describe atomic interactions in a] closed system where energy and matter is conserved and predict chemical

reactions. HS-PS1-2

Structure and Function

 The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the

way their components are shaped and used, and the molecular substructures of its various materials.

Students could ask questions [about how] the functions and properties of atoms can be inferred from their overall structure.

HS-PS1-1

Additional Connections to

Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena (SEP):

 Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.

Students could describe how models [aided] in the development of their understanding for [how] the outcome of a simple

chemical reaction [is] based on the outermost electron states of atoms. HS-PS1-1 and HS-PS1-2

Scientific Knowledge is Based on Empirical Evidence (SEP):

 Hypotheses that have been tested have been developed through observations of natural phenomena.

Students could [describe] hypotheses [that have been developed] based on observations of natural phenomena [for how]

attraction and repulsion between electric charges at the atomic scale explains the structure, properties, and transformations

of matter. HS-PS2-6

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HS-PS1-1

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.]

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 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 world(s).

 Use a model to predict the

relationships between systems or

between components of a system.

Disciplinary Core Ideas

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.

 The periodic table orders

elements horizontally by the

number of protons in the atom’s

nucleus and places those with

similar chemical properties in

columns. The repeating patterns

of this table reflect patterns of

outer electron states.

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.

Observable features of the student performance by the end of the course:

Components of the model

From the given model, students identify and describe* the components of the model that are

relevant for their predictions, including:

i. Elements and their arrangement in the periodic table;

ii. A positively-charged nucleus composed of both protons and neutrons, surrounded by

negatively-charged electrons;

iii. Electrons in the outermost energy level of atoms (i.e., valence electrons); and

iv. The number of protons in each element.

Relationships

Students identify and describe* the following relationships between components in the given

model, including:

i. The arrangement of the main groups of the periodic table reflects the patterns of

outermost electrons.

ii. Elements in the periodic table are arranged by the numbers of protons in atoms.

Connections

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.

Students predict the following patterns of properties:

i. The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and

between elements;

ii. The number and charges in stable ions that form from atoms in a group of the periodic

table;

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iii. 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;

and

iv. The relative sizes of atoms both across a row and down a group in the periodic table.

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HS-PS1-2

Students who demonstrate understanding can:

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 Statement: 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.]

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8

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.

 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) 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.

Disciplinary Core Ideas

PS1.A: Structure and Properties of

Matter

 The periodic table orders

elements horizontally by the

number of protons in the atom’s

nucleus and places those with

similar chemical properties in

columns. The repeating patterns

of this table reflect patterns of

outer electron states.

PS1.B: Chemical Reactions

 The fact that atoms are

conserved, together with

knowledge of the chemical

properties of the elements

involved, can be used to

describe and predict chemical

reactions.

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.

Observable features of the student performance by the end of the course:

Articulating the explanation of phenomena

Students construct an explanation of the outcome of the given reaction, including:

i. The idea that the total number of atoms of each element in the reactant and products is

the same;

ii. 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;

iii. 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; and

iv. 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).

Evidence

Students identify and describe* the evidence to construct the explanation, including:

i. Identification of the products and reactants, including their chemical formulas and the

arrangement of their outermost (valence) electrons;

ii. Identification that the number and types of atoms are the same both before and after a

reaction;

iii. Identification of the numbers and types of bonds (i.e., ionic, covalent) in both the

reactants and the products;

iv. The patterns of reactivity (e.g., the high reactivity of alkali metals) at the macroscopic

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level as determined by using the periodic table; and

v. The outermost (valence) electron configuration and the relative electronegativity of the

atoms that make up both the reactants and the products of the reaction based on their

position in the periodic table.

Reasoning

Students describe* their reasoning that connects the evidence, along with the assumption that

theories and laws that describe their natural world operate today as they did in the past and will

continue to do so in the future, to construct an explanation for how the patterns of outermost

electrons and the electronegativity of elements can be used to predict the number and types of

bonds each element forms.

In the explanation, students describe* the causal relationship between the observable

macroscopic patterns of reactivity of elements in the periodic table and the patterns of outermost

electrons for each atom and its relative electronegativity.

Revising the explanation

Given new evidence or context, students construct a revised or expanded explanation about the

outcome of a chemical reaction and justify the revision.

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HS-PS1-3

Students who demonstrate understanding can:

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 Raoult’s law calculations of vapor pressure.]

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:

Science and Engineering Practices

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.

Disciplinary Core Ideas

PS1.A: Structure and Properties

of Matter

 The structure and interactions

of matter at the bulk scale are

determined by electrical forces

within and between atoms.

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.

Observable features of the student performance by the end of the course:

Identifying the phenomenon to be investigated

Students describe* the phenomenon under investigation, which includes the following idea: the

relationship between the measurable properties (e.g., melting point, boiling point, vapor pressure,

surface tension) of a substance and the strength of the electrical forces between the particles of

the substance.

Identifying the evidence to answer this question

Students develop an investigation plan and describe* the data that will be collected and the

evidence to be derived from the data, including bulk properties of a substance (e.g., melting point

and boiling point, volatility, surface tension) that would allow inferences to be made about the

strength of electrical forces between particles.

Students describe* why the data about bulk properties would provide information about strength

of the electrical forces between the particles of the chosen substances, including the following

descriptions*:

i. The spacing of the particles of the chosen substances can change as a result of the

experimental procedure even if the identity of the particles does not change (e.g., when

water is boiled the molecules are still present but further apart).

ii. Thermal (kinetic) energy has an effect on the ability of the electrical attraction between

particles to keep the particles close together. Thus, as more energy is added to the

system, the forces of attraction between the particles can no longer keep the particles

close together.

iii. The patterns of interactions between particles at the molecular scale are reflected in the

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patterns of behavior at the macroscopic scale.

iv. Together, patterns observed at multiple scales can provide evidence of the causal

relationships between the strength of the electrical forces between particles and the

structure of substances at the bulk scale.

Planning for the investigation

In the investigation plan, students include:

i. A rationale for the choice of substances to compare and a description* of the

composition of those substances at the atomic molecular scale.

ii. A description* of how the data will be collected, the number of trials, and the

experimental set up and equipment required.

Students describe* how the data will be collected, the number of trials, the experimental set up,

and the equipment required.

Collecting the data

Students collect and record data — quantitative and/or qualitative — on the bulk properties of

substances.

Refining the design

Students evaluate their investigation, including evaluation of:

i. Assessing the accuracy and precision of the data collected, as well as the limitations of

the investigation; and

ii. The ability of the data to provide the evidence required.

If necessary, students refine the plan to produce more accurate, precise, and useful data.

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HS-PS2-6

Students who demonstrate understanding can:

HS-PS2-6.

Communicate scientific and technical information about why the molecular-level

structure is important in the functioning of designed materials.* [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.] [Assessment Boundary:

Assessment is limited to provided molecular structures of specific designed materials.]

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating

Information

Obtaining, evaluating, and communicating

information in 9–12 builds on K–8 and

progresses to evaluating the validity and

reliability of the claims, methods, and designs.

 Communicate scientific and technical

information (e.g., about the process of

development and the design and performance

of a proposed process or system) in multiple

formats (including oral, graphical, textual and

mathematical).

Disciplinary Core Ideas

PS2.B: Types of Interactions

 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.

Crosscutting Concepts

Structure and Function

 Investigating or designing

new systems or structures

requires a detailed

examination of the properties

of different materials, the

structures of different

components, and

connections of components

to reveal its function and/or

solve a problem.

Observable features of the student performance by the end of the course:

Communication style and format

Students use at least two different formats (including oral, graphical, textual and mathematical) to

communicate scientific and technical information, including fully describing* the structure,

properties, and design of the chosen material(s). Students cite the origin of the information as

appropriate.

Connecting the DCIs and the CCCs

Students identify and communicate the evidence for why molecular level structure is important in

the functioning of designed materials, including:

i. How the structure and properties of matter and the types of interactions of matter at the

atomic scale determine the function of the chosen designed material(s); and

ii. How the material’s properties make it suitable for use in its designed function.

Students explicitly identify the molecular structure of the chosen designed material(s) (using a

representation appropriate to the specific type of communication — e.g., geometric shapes for

drugs and receptors, ball and stick models for long-chained molecules).

Students describe* the intended function of the chosen designed material(s).

Students describe* the relationship between the material’s function and its macroscopic

properties (e.g., material strength, conductivity, reactivity, state of matter, durability) and each of

the following:

i. Molecular level structure of the material;

ii. Intermolecular forces and polarity of molecules; and

iii. The ability of electrons to move relatively freely in metals.

Students describe* the effects that attractive and repulsive electrical forces between molecules

have on the arrangement (structure) of the chosen designed material(s) of molecules (e.g.,

solids, liquids, gases, network solid, polymers).

Students describe* that, for all materials, electrostatic forces on the atomic and molecular scale

results in contact forces (e.g., friction, normal forces, stickiness) on the macroscopic scale.

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HS-ETS1-3

Students who demonstrate understanding can:

HS-ETS1-3.

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.

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8 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.

 Evaluate a solution to a complex real-

world problem, based on scientific

knowledge, student-generated sources

of evidence, prioritized criteria, and

tradeoff considerations.

Disciplinary Core Ideas

ETS1.B: Developing Possible

Solutions

 When evaluating solutions, it

is important to take into

account a range of constraints,

including cost, safety,

reliability, and aesthetics, and

to consider social, cultural,

and environmental impacts.

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,

Technology, and Applications

of Science

Influence of Science,

Engineering, and Technology

on Society and the Natural

World

 New technologies can have

deep impacts on society

and the environment,

including some that were

not anticipated. Analysis of

costs and benefits is a

critical aspect of decisions

about technology.

Observable features of the student performance by the end of the course:

Evaluating potential solutions

In their evaluation of a complex real-world problem, students:

i. Generate a list of three or more realistic criteria and two or more constraints, including

such relevant factors as cost, safety, reliability, and aesthetics that specifies an

acceptable solution to a complex real-world problem;

ii. Assign priorities for each criterion and constraint that allows for a logical and

systematic evaluation of alternative solution proposals;

iii. Analyze (quantitatively where appropriate) and describe* the strengths and

weaknesses of the solution with respect to each criterion and constraint, as well as

social and cultural acceptability and environmental impacts;

iv. Describe* possible barriers to implementing each solution, such as cultural, economic,

or other sources of resistance to potential solutions; and

Provide an evidence-based decision of which solution is optimum, based on prioritized

criteria, analysis of the strengths and weaknesses (costs and benefits) of each

solution, and barriers to be overcome.

Refining and/or optimizing the design solution

In their evaluation, students describe* which parts of the complex real-world problem may

remain even if the proposed solution is implemented.

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