HS-PS1-4 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-4. 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. [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.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
The performance expectation above was developed using the following elements from the NRC document 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 worlds.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS3.A ; HS.PS3.B ; HS.PS3.D ; HS.LS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.D ; MS.LS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4)
Mathematics -
MP.4 Model with mathematics. (HS-PS1-4)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-4)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-4)

HS-PS1-4 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-4. 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. [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.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
The performance expectation above was developed using the following elements from the NRC document 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 worlds.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS3.A ; HS.PS3.B ; HS.PS3.D ; HS.LS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.D ; MS.LS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4)
Mathematics -
MP.4 Model with mathematics. (HS-PS1-4)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-4)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-4)

HS-PS1-4 Matter and its Interactions

Students who demonstrate understanding can:

HS-PS1-4. 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. [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.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
The performance expectation above was developed using the following elements from the NRC document 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 worlds.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS3.A ; HS.PS3.B ; HS.PS3.D ; HS.LS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.D ; MS.LS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4)
Mathematics -
MP.4 Model with mathematics. (HS-PS1-4)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-4)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-4)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
HS-PS1-4-1 Evidence Statements
Related Quality Units
High School: Interactions Unit 1 - Why do some clothes stick together when they come out of the dryer?
High School: Interactions Unit 2 - How does a small spark trigger a huge explosion?
High School: OpenSciEd Unit C.5 Energy from Chemical & Nuclear Reactions
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 4
High School Domains Model Course 1: Chemistry: Bundle 2

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...