Standards

There are many things that are taught over the course of the year in Chemistry:

• Chemistry in the Earth System Framework (Contains the NGSS Physical Science Standards (HS-PS), NGSS Earth Science Standards (HS-ESS), and NGSS Engineering Technology Standards (HS-ETS))

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

  • HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

  • HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

  • HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

  • HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

  • HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

  • HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

  • HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

  • HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

  • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

  • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

  • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

  • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

  • SEP-1. Asking Questions and Defining Problems

  • SEP-2. Developing and Using Models

  • SEP-3. Planning and Carrying Out Investigations

  • SEP-4. Analyzing and Interpreting Data

  • SEP-5. Using Mathematical and Computational Thinking

  • SEP-6. Constructing Explanations and Designing Solutions

  • SEP-7. Engaging in Argument from Evidence

  • CCC-1. Patterns 

  • CCC-2. Cause and Effect 

  • CCC-3. Scale, Proportion and Quantity 

  • CCC-4. Systems and System Models 

  • CCC-5. Energy and Matter: Flows, Cycles, and Conservation

  • CCC-6. Structure and Function

  • CCC-7. Stability and Change

• California Environmental Principles (CEP)

  • CEP-1A. The goods produced by natural systems are essential to human life and to the functioning of our economies and cultures.

  • CEP-1B. The ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures.

  • CEP-1C. The quality, quantity and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems.

  • CEP-2A. Direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems.

  • CEP-2B. Methods used to extract, harvest, transport, and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems.

  • CEP-2C. The expansion and operation of human communities influence the geographic extent, composition, biological diversity, and viability of natural systems.

  • CEP-2D. The legal, economic, and political systems that govern the use and management of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems.

  • CEP-3A. Natural systems proceed through cycles and processes that are required for their functioning.

  • CEP-3B. Human practices depend on and benefit from the cycles and processes that operate within natural systems.

  • CEP-3C. Human practices can alter the cycles and processes that operate within natural systems.

  • CEP-4A. The effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting byproducts.

  • CEP-4B. The byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect.

  • CEP-4C. The capacity of natural systems to adjust to human-caused alterations depends on the nature of the system as well as the scope, scale, and duration of the activity and the nature of its byproducts.

  • CEP-5A. There is a spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions.

  • CEP-5B. The process of making decisions about resources and natural systems, and how the assessment of social, economic, political, and environmental factors has changed over time.

• Common Core Literacy in Science Standards (RST.9-10)

  • RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

  • RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

  • RST.9-10.3. Follow precisely a complex, multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

  • RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

  • RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms.

  • RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

  • RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

  • RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

  • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

  • RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

• English Language Development Standards (ELD.9-10)

  • ELD.9-10.1.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social

  • and academic topics

  • ELD.9-10.1.2. Interacting with others in written English in various communicative forms (print, communicative technology and multimedia)

  • ELD.9-10.1.3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

  • ELD.9-10.1.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

  • ELD.9-10.1.5. Listening actively to spoken English in a range of social and academic contexts

  • ELD.9-10.1.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

  • ELD.9-10.1.7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area

  • ELD.9-10.1.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

  • ELD.9-10.1.9. Expressing information and ideas in formal oral presentations on academic topics

  • ELD.9-10.1.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

  • ELD.9-10.1.11. Justifying own arguments and evaluating others’ arguments in writing

  • ELD.9-10.1.12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey idea.

  • ELD.9-10.2.1. Understanding text structure

  • ELD.9-10.2.2. Understanding cohesion

  • ELD.9-10.2.3. Using verbs and verb phrases

  • ELD.9-10.2.4. Using nouns and noun phrases

  • ELD.9-10.2.5. Modifying to add details

  • ELD.9-10.2.6. Connecting ideas

  • ELD.9-10.2.7. Condensing ideas

• ITSE Digital Literacy Standards (ITSE)

  • ITSE-1.1A. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

  • ITSE-1.1B. Students build networks and customize their learning environments in ways that support the learning process.

  • ITSE-1.1C. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

  • ITSE-1.1D. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

  • ITSE-1.2A. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

  • ITSE-1.2B. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

  • ITSE-1.2C. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

  • ITSE-1.2D. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

  • ITSE-1.3A. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

  • ITSE-1.3B. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

  • ITSE-1.3C. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

  • ITSE-1.3D. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

  • ITSE-1.4A. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

  • ITSE-1.4B. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

  • ITSE-1.4C. Students develop, test and refine prototypes as part of a cyclical design process.

  • ITSE-1.4D. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

  • ITSE-1.5A. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

  • ITSE-1.5B. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

  • ITSE-1.5C. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

  • ITSE-1.5D. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. 

  • ITSE-1.6A. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

  • ITSE-1.6B. Students create original works or responsibly repurpose or remix digital resources into new creations.

  • ITSE-1.6C. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

  • ITSE-1.6D. Students publish or present content that customizes the message and medium for their intended audiences.

  • ITSE-1.7A. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

  • ITSE-1.7B. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

  • ITSE-1.7C. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

  • ITSE-1.7D. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.