Modifying Chemical Reactions
In the middle grades, students developed models to predict and describe changes in particle motion, temperature, and state of a pure substance when thermal energy was added or removed (MS-PS1-4). Building upon this understanding and what they have just learned about chemical reactions in IS3, students are prepared to investigate factors that influence and modify chemical reactions.
The first two performance expectations in this instructional segment deal with chemical kinetics, the study of the rates of chemical processes Chemical kinetics investigates how the speed and yield of chemical reactions can be influenced by different conditions The final performance expectation in this instructional segment requires students to “use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction” (HS-PS1-7)
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1125-1128.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions
- How can we alter chemical equilibrium and reaction rates?
- How can we predict the relative quantities of products in a chemical reaction?
Performance Expectations:
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules ] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium * [Clarification Statement: Emphasis is on the application of Le Châtelier’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 designs could include different ways to increase product formation including adding reactants or removing products ] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction [Clarification Statement: 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 atomic to the macroscopic scale Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem- solving techniques ] [Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a practice or disciplinary core idea
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1124-1125.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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