Search the California Content Standards

Title: HS-PS1 Matter and Its Interactions

Performance Expectation: 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.]

Disciplinary Core Idea(s):
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. 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. (secondary to HS-PS1-3)

Science & Engineering Practices: Planning and Carrying Out Investigations 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.

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.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS2.B

Title: HS-PS1 Matter and Its Interactions

Performance Expectation: 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.]

Disciplinary Core Idea(s):
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 Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Crosscutting Concepts: Energy and Matter 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.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make 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. Mathematics MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.PS3.D; HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.D; MS.LS1.C

Title: HS-PS2 Motion and Stability: Forces and Interactions

Performance Expectation: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]

Disciplinary Core Idea(s):
PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) 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-PS2-3)

Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.

Crosscutting Concepts: Cause and Effect Systems can be designed to cause a desired effect.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS2.A; MS.PS3.C

Title: HS-PS2 Motion and Stability: Forces and Interactions

Performance Expectation: 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.]

Disciplinary Core Idea(s):
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. (secondary to HS-PS2-6) 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.

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information 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 orally, graphically, textually, and mathematically).

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.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS1.A; MS.PS2.B

Title: HS-PS3 Energy

Performance Expectation: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]

Disciplinary Core Idea(s):
PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3)

Science & Engineering Practices: 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.

Crosscutting Concepts: Energy and Matter 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. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS3.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A