Clarification Statement - S.HS.PS.1.2.CS:
Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.

Assessment Boundary - S.HS.PS.1.2.AB:
Assessment is limited to chemical reactions involving main group elements and combustion reactions.

Science and Engineering Practices - 9-12.SEP6.2:
Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the na

Disciplinary Core Ideas - S.HS.PS.1.2.DCI:
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. (Note: This Disciplinary Core Idea is also addressed by HS-PS1-1.) 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. •(NYSED)Oxidation-reduction reactions are the prevailing source of power for many of today’s modern conveniences.

Crosscutting Concepts - CC1.13:
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.

Clarification Statement - S.HS.PS.1.4.CS:
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 represent

Assessment Boundary - S.HS.PS.1.4.AB:
Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.

Science and Engineering Practices - 9-12.SEP2.1:
Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Disciplinary Core Ideas - S.HS.PS.1.4.DCI:
PS1.A: Structure and Properties of Matter •A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. PS1.B: Chemical Reactions •(NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy.

Crosscutting Concepts - CC5.12:
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

Clarification Statement - S.HS.PS.1.5.CS:
Explanations should be based on three variables in collision theory: number of collisions per unit time, particle orientation on collision, and energy required to produce the change. Conditions that affect these three variables include temperature, pres

Assessment Boundary - S.HS.PS.1.5.AB:
Assessment is limited to simple reactions in which there are only two reactants and to specifying the change in only one condition at a time.

Science and Engineering Practices - 9-12.SEP6.1:
Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Disciplinary Core Ideas - S.HS.PS.1.5.DCI:
PS1.B: Chemical Reactions •(NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy.

Crosscutting Concepts - CC1.13:
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.

Clarification Statement - S.HS.PS.1.6.CS:
Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of des

Assessment Boundary - S.HS.PS.1.6.AB:
Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.

Science and Engineering Practices - 9-12.SEP6.3:
Refine 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 - S.HS.PS.1.6.DCI:
PS1.B: Chemical Reactions •(NYSED) In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of particles present. ETS1.C: Optimizing the Design Solution •Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6)

Crosscutting Concepts - CC6.6:
Much of science deals with constructing explanations of how things change and how they remain stable.

Clarification Statement - S.HS.PS.1.7.CS:
Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the

Assessment Boundary - S.HS.PS.1.7.AB:
Assessment does not include complex chemical reactions.

Science and Engineering Practices - 9-12.SEP5.1:
Use mathematical representations of phenomena to support claims.

Disciplinary Core Ideas - S.HS.PS.1.7.DCI:
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 - CC5.11:
The total amount of energy and matter in closed systems is conserved.

Clarification Statement - S.HS.PS.1.11.CS:
Examples of properties could include pH values (concentration), neutralization capability and conductivity. Observations of behaviors could include the effects on indicators, reactions with other substances, and efficacy in performing titrations.

Assessment Boundary - S.HS.PS.1.11.AB:
Reactions are limited to Arrhenius and Bronsted-Lowry acid-base reactions.

Science and Engineering Practices - 9-12.SEP3.1:
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 t

Science and Engineering Practices - 9-12.SEP3.2:
Select appropriate tools to collect, record, analyze, and evaluate data.

Disciplinary Core Ideas - S.HS.PS.1.11.DCI:
PS1.B: Chemical Reactions •(NYSED) Acids and bases play an important role in the daily lives of humans and other organisms (e.g. agricultural applications, environmental impacts (acid rain), animal and plant physiology).

Crosscutting Concepts - CC1.13:
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.

Clarification Statement - S.HS.PS.1.12.CS:
Evidence could include half-reactions, net ionic equations, and electrochemical cells toillustrate the mechanism of electron transfer.

Assessment Boundary - S.HS.PS.1.12.AB:
Assessment is limited to completing and/or balancing oxidation and reduction half-reactions. Energy conversions are limited to qualitative statements

Science and Engineering Practices - 9-12.SEP7.1:
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Disciplinary Core Ideas - S.HS.PS.1.12.DCI:
PS1.B: Chemical Reactions •(NYSED)Oxidation-reduction reactions are the prevailing source of power for many of today’s modern conveniences.

Crosscutting Concepts - CC5.11:
The total amount of energy and matter in closed systems is conserved.

Crosscutting Concepts - CC5.12:
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.