Rugby High School Physical Science I Can & Evidence Statements

Transcription

1 Rugy High School Physicl Science I Cn & Evidence Sttements RHS-PS1-1 Students who demonstrte understnding cn: RHS-PS1-1. Use the periodic tle s model to predict the reltive properties of elements sed on the ptterns of electrons in the outermost energy level of toms. [Clrifiction Sttement: Exmples of properties tht could e predicted from ptterns could include rectivity of metls, types of onds formed, numers of onds formed, nd rections with oxygen.] Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter Ech tom hs chrged sustructure consisting of nucleus, which is mde of protons nd neutrons, surrounded y electrons. The periodic tle orders elements horizontlly y the numer of protons in the tom s nucleus nd plces those with similr chemicl properties in columns. The repeting ptterns of this tle reflect ptterns of outer electron sttes. Oservle fetures of the student performnce y the end of the course: 1 Components of the model From the given model, students identify nd descrie the components of the model tht re relevnt for their predictions, including: i. Elements nd their rrngement in the periodic tle; ii. A positively-chrged nucleus composed of oth protons nd neutrons, surrounded y negtively-chrged electrons; iii. Electrons in the outermost energy level of toms (i.e., vlence electrons); nd iv. The numer of protons in ech element. 2 Reltionships Students identify nd descrie the following reltionships etween components in the given model, including: i. The rrngement of the min groups of the periodic tle reflects the ptterns of outermost electrons. ii. Elements in the periodic tle re rrnged y the numers of protons in toms. 3 Connections Students use the periodic tle to predict the ptterns of ehvior of the elements sed on the ttrction nd repulsion etween electriclly chrged prticles nd the ptterns of outermost electrons tht determine the typicl rectivity of n tom. Students predict the following ptterns of properties: i. The numer nd types of onds formed (i.e. ionic, covlent, metllic) y n element nd etween elements; ii. The numer nd chrges in stle ions tht form from toms in group of the periodic tle; iii. The trend in rectivity nd electronegtivity of toms down group, nd cross row in the periodic tle, sed on ttrctions of outermost (vlence) electrons to the nucleus; iv. nd The reltive sizes of toms oth cross row nd down group in the periodic tle.

2 HS-PS1-2 Students who demonstrte understnding cn: HS-PS1-2. Construct nd revise n explntion for the outcome of simple chemicl rection sed on the outermost electron sttes of toms, trends in the periodic tle, nd knowledge of the ptterns of chemicl properties. [Clrifiction Sttement: Exmples of chemicl rections could include the rection of sodium nd chlorine, of cron nd oxygen, or of cron nd hydrogen.] Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter The periodic tle orders elements horizontlly y the numer of protons in the tom s nucleus nd plces those with similr chemicl properties in columns. The repeting ptterns of this tle reflect ptterns of outer electron sttes. PS1.B: Chemicl Rections The fct tht toms re conserved, together with knowledge of the chemicl properties of the elements involved, cn e used to descrie nd predict chemicl rections. Oservle fetures of the student performnce y the end of the course: 1 Articulting the explntion of phenomen Students construct n explntion of the outcome of the given rection, including: i. The ide tht the totl numer of toms of ech element in the rectnt nd products is the sme; ii. The numers nd types of onds (i.e., ionic, covlent) tht ech tom forms, s determined y the outermost (vlence) electron sttes nd the electronegtivity; iii. The outermost (vlence) electron stte of the toms tht mke up oth the rectnts nd the products of the rection is sed on their position in the periodic tle; nd iv. A discussion of how the ptterns of ttrction llow the prediction of the type of rection tht occurs (e.g., formtion of ionic compounds, comustion of hydrocrons). 2 Evidence Students identify nd descrie the evidence to construct the explntion, including: i. Identifiction of the products nd rectnts, including their chemicl formuls nd the rrngement of their outermost (vlence) electrons; ii. Identifiction tht the numer nd types of toms re the sme oth efore nd fter rection; iii. Identifiction of the numers nd types of onds (i.e., ionic, covlent) in oth the rectnts nd the products; iv. The ptterns of rectivity (e.g., the high rectivity of lkli metls) t the mcroscopic level s determined y using the periodic tle; nd v. The outermost (vlence) electron configurtion nd the reltive electronegtivity of the toms 3 Resoning tht mke up oth the rectnts nd the products of the rection sed on their position in Students descrie their resoning tht connects the evidence, long with the ssumption tht theories nd lws tht descrie their nturl world operte tody s they did in the pst nd will continue to do so in the future, to construct n explntion for how the ptterns of outermost electrons nd the electronegtivity of elements cn e used to predict the numer nd types of onds ech element forms. In the explntion, students descrie the cusl reltionship etween the oservle mcroscopic ptterns of rectivity of elements in the periodic tle nd the ptterns of outermost electrons for ech tom nd its reltive electronegtivity.

3 HS-PS1-3 Students who demonstrte understnding cn: HS-PS1-3. Pln nd conduct n investigtion to gther evidence to compre the structure of sustnces t the ulk scle to infer the strength of electricl forces etween prticles. [Clrifiction Sttement: Emphsis is on understnding the strengths of forces etween prticles, not on nming specific intermoleculr forces (such s dipole-dipole). Exmples of prticles could include ions, toms, molecules, nd networked mterils (such s grphite). Exmples of ulk properties of sustnces could include the melting point nd oiling point, vpor pressure, nd surfce tension.] Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter The structure nd interctions of mtter t the ulk scle re determined y electricl forces within nd etween toms. Oservle fetures of the student performnce y the end of the course: 1 Identifying the phenomenon to e investigted Students descrie the phenomenon under investigtion, which includes the following ide: the reltionship etween the mesurle properties (e.g., melting point, oiling point, vpor pressure of sustnce nd the strength of the electricl forces etween the prticles of the sustnce. 2 Students develop n investigtion pln nd descrie the dt tht will e collected nd the evidence to e derived from the dt, including ulk properties of sustnce (e.g., melting point nd oiling point, voltility) tht would llow inferences to e mde out the strength of electricl forces etween prticles. Students descrie why the dt out ulk properties would provide informtion out strength of the electricl forces etween the prticles of the chosen sustnces, including the following descriptions: i. The spcing of the prticles of the chosen sustnces cn chnge s result of the experimentl procedure even if the identity of the prticles does not chnge (e.g., when wter is oiled the molecules re still present ut further prt). ii. Therml (kinetic) energy hs n effect on the ility of the electricl ttrction etween prticles to keep the prticles close together. Thus, s more energy is dded to the system, the forces of ttrction etween the prticles cn no longer keep the prticles close together. iii. The ptterns of interctions etween prticles t the moleculr scle re reflected in the ptterns of ehvior t the mcroscopic scle. iv. Together, ptterns oserved t multiple scles cn provide evidence of the cusl reltionships etween the strength of the electricl forces etween prticles nd the structure of sustnces t the ulk scle. 3 Plnning for the investigtion In the investigtion pln, students include: i. A rtionle for the choice of sustnces to compre nd description of the composition of those sustnces t the tomic moleculr scle. ii. A description of how the dt will e collected, the numer of trils, nd the experimentl set up nd equipment required. Students descrie how the dt will e collected, the numer of trils, the experimentl set up, nd the equipment required. 4 Collecting the dt Students collect nd record dt quntittive nd/or qulittive on the ulk properties of sustnces. 5 Refining the design Students evlute their investigtion, including evlution of: i. Assessing the ccurcy nd precision of the dt collected, s well s the limittions of the investigtion; nd ii. The ility of the dt to provide the evidence required. If necessry, students refine the pln to produce more ccurte, precise, nd useful dt.

4 HS-PS1-4 Students who demonstrte understnding cn: HS-PS1-4. Develop model to illustrte tht the relese or sorption of energy from chemicl rection system depends upon the chnges in totl ond energy. [Clrifiction Sttement: Emphsis is on the ide tht chemicl rection is system tht ffects the energy chnge. Exmples of models could include moleculr-level drwings nd digrms of rections, grphs showing the reltive energies of rectnts nd products, nd representtions showing energy is conserved.] Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter A stle molecule hs less energy thn the sme set of toms seprted; one must provide t lest this energy in order to tke the molecule prt. PS1.B: Chemicl Rections Chemicl processes, their rtes, nd whether or not energy is stored or relesed cn e understood in terms of the collisions of molecules nd the rerrngements of toms into new molecules, with consequent chnges in the sum of ll ond energies in the set of molecules tht re mtched y chnges in kinetic energy. Oservle fetures of the student performnce y the end of the course: 1 Components of the model Students use evidence to develop model in which they identify nd descrie the relevnt components, including: i. The chemicl rection, the system, nd the surroundings under study; ii. iii. iv. The onds tht re roken during the course of the rection; The onds tht re formed during the course of the rection; The energy trnsfer etween the systems nd their components or the system nd surroundings; v. The trnsformtion of potentil energy from the chemicl system interctions to kinetic energy in the surroundings (or vice vers) y moleculr collisions; nd vi. The reltive potentil energies of the rectnts nd the products. 2 Reltionships In the model, students include nd descrie the reltionships etween components, including: i. The net chnge of energy within the system is the result of onds tht re roken nd formed during the rection (Note: This does not include clculting the totl ond energy chnges.); ii. iii. iv. 3 Connections The energy trnsfer etween system nd surroundings y moleculr collisions; The totl energy chnge of the chemicl rection system is mtched y n equl ut opposite chnge of energy in the surroundings (Note: This does not include clculting the totl ond energy chnges.); nd The relese or sorption of energy depends on whether the reltive potentil energies of the rectnts nd products decrese or increse. Students use the developed model to illustrte: i. The energy chnge within the system is ccounted for y the chnge in the ond energies of the rectnts nd products. (Note: This does not include clculting the totl ond energy chnges.) ii. Breking onds requires n input of energy from the system or surroundings, nd forming onds releses energy to the system nd the surroundings. iii. The energy trnsfer etween systems nd surroundings is the difference in energy etween the ond energies of the rectnts nd the products. iv. The overll energy of the system nd surroundings is unchnged (conserved) during the rection. v. Energy trnsfer occurs during moleculr collisions. vi. The reltive totl potentil energies of the rectnts nd products cn e ccounted for y the chnges in ond energy.

5 HS-PS1-4 Students who demonstrte understnding cn: HS-PS1-4. Develop model to illustrte tht the relese or sorption of energy from chemicl rection system depends upon the chnges in totl ond energy. [Clrifiction Sttement: Emphsis is on the ide tht chemicl rection is system tht ffects the energy chnge. Exmples of models could include moleculr-level drwings nd digrms of rections, grphs showing the reltive energies of rectnts nd products, nd representtions showing energy is conserved.] Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter A stle molecule hs less energy thn the sme set of toms seprted; one must provide t lest this energy in order to tke the molecule prt. PS1.B: Chemicl Rections Chemicl processes, their rtes, nd whether or not energy is stored or relesed cn e understood in terms of the collisions of molecules nd the rerrngements of toms into new molecules, with consequent chnges in the sum of ll ond energies in the set of molecules tht re mtched y chnges in kinetic energy. Oservle fetures of the student performnce y the end of the course: 1 Components of the model Students use evidence to develop model in which they identify nd descrie the relevnt components, including: i. The chemicl rection, the system, nd the surroundings under study; ii. The onds tht re roken during the course of the rection; iii. The onds tht re formed during the course of the rection; iv. The energy trnsfer etween the systems nd their components or the system nd surroundings; vi. The reltive potentil energies of the rectnts nd the products. 2 Reltionships In the model, students include nd descrie the reltionships etween components, including: i. The net chnge of energy within the system is the result of onds tht re roken nd formed during the rection (Note: This does not include clculting the totl ond energy chnges.); ii. iii. The energy trnsfer etween system nd surroundings y moleculr collisions; The totl energy chnge of the chemicl rection system is mtched y n equl ut opposite chnge of energy in the surroundings (Note: This does not include clculting the totl ond energy chnges.); nd iv. The overll energy of the system nd surroundings is unchnged (conserved) during the rection. v. Energy trnsfer occurs during moleculr collisions. vi. The reltive totl potentil energies of the rectnts nd products cn e ccounted for y the chnges in ond energy.

6 HS-PS1-5 Students who demonstrte understnding cn: HS-PS1-5. Apply scientific principles nd evidence to provide n explntion out the effects of chnging the temperture or concentrtion of the recting prticles on the rte t which rection occurs. [Clrifiction Sttement: Emphsis is on student resoning tht focuses on the numer nd energy of collisions etween molecules.] Disciplinry Core Ides PS1.B: Chemicl Rections Chemicl processes, their rtes, nd whether or not energy is stored or relesed cn e understood in terms of the collisions of molecules nd the rerrngements of toms into new molecules, with consequent chnges in the sum of ll ond energies in the set of molecules tht re mtched y chnges in kinetic energy. Oservle fetures of the student performnce y the end of the course: 1 Articulting the explntion of phenomen 2 Evidence Students construct n explntion tht includes the ide tht s the kinetic energy of colliding prticles increses nd the numer of collisions increses, the rection rte increses. Students identify nd descrie evidence to construct the explntion, including: i. Evidence (e.g., from tle of dt) of pttern tht increses in concentrtion (e.g., chnge in one concentrtion while the other concentrtion is held constnt) increse the rection rte, nd vice vers; nd ii. 3 Resoning Evidence of pttern tht increses in temperture usully increse the rection rte, nd vice vers. Students use nd descrie the following chin of resoning tht integrtes evidence, fcts, nd scientific principles to construct the explntion: i. Molecules tht collide cn rek onds nd form new onds, producing new molecules. ii. The proility of onds reking in the collision depends on the kinetic energy of the collision eing sufficient to rek the ond, since ond reking requires energy. iii. Since temperture is mesure of verge kinetic energy, higher temperture mens tht moleculr collisions will, on verge, e more likely to rek onds nd form new onds. iv. At fixed concentrtion, molecules tht re moving fster lso collide more frequently, so molecules with higher kinetic energy re likely to collide more often. v. A high concentrtion mens tht there re more molecules in given volume nd thus more prticle collisions per unit of time t the sme temperture.

7 HS-PS1-6 Students who demonstrte understnding cn: HS-PS1-6. Refine the design of chemicl system y specifying chnge in conditions tht would produce incresed mounts of products t equilirium.* [Clrifiction Sttement: Emphsis is on the ppliction of Le Chtelier s Principle nd on refining designs of chemicl rection systems, including descriptions of the connection etween chnges mde t the mcroscopic level nd wht hppens t the moleculr level. Exmples of designs could include different wys to increse product formtion including dding rectnts or removing products.] Disciplinry Core Ides PS1.B: Chemicl Rections In mny situtions, dynmic nd condition-dependent lnce etween rection nd the reverse rection determines the numers of ll types of molecules present. Oservle fetures of the student performnce y the end of the course: 1 Using scientific knowledge to generte the design solution Students identify nd descrie potentil chnges in component of the given chemicl rection system tht will increse the mounts of prticulr species t equilirium. Students use evidence to descrie the reltive quntities of product efore nd fter chnges to given chemicl rection system (e.g., concentrtion increses, decreses, or stys the sme), nd will explicitly use Le Chtelier s principle, including: i. How, t moleculr level, stress involving chnge to one component of n equilirium system ffects other components; ii. Tht chnging the concentrtion of one of the components of the equilirium system will chnge the rte of the rection (forwrd or ckwrd) in which it is rectnt, until the forwrd nd ckwrd rtes re gin equl; nd iii. A description of system t equilirium tht includes the ide tht oth the forwrd nd ckwrd rections re occurring t the sme rte, resulting in system tht ppers stle t the mcroscopic level. 2 Descriing criteri nd constrints, including quntifiction when pproprite Students descrie the prioritized criteri nd constrints, nd quntify ech when pproprite. Exmples of constrints to e considered re cost, energy required to produce product, hzrdous nture nd chemicl properties of rectnts nd products, nd vilility of resources. 3 Evluting potentil solutions Students systemticlly evlute the proposed refinements to the design of the given chemicl system. The potentil refinements re evluted y compring the redesign to the list of criteri (i.e., incresed product) nd constrints (e.g., energy required, vilility of resources). 4 Refining nd/or optimizing the design solution Students refine the given designed system y mking trdeoffs tht would optimize the designed system to increse the mount of product, nd descrie the resoning ehind design decisions. Students refine the given designed system y mking trdeoffs tht would optimize the designed system to increse the mount of product, nd descrie the resoning ehind design decisions.

8 HS-PS1-7 Students who demonstrte understnding cn: HS-PS1-7. Use mthemticl representtions to support the clim tht toms, nd therefore mss, re conserved during chemicl rection. [Clrifiction Sttement: Emphsis is on using mthemticl ides to communicte the proportionl reltionships etween msses of toms in the rectnts nd the products, nd the trnsltion of these reltionships to the mcroscopic scle using the mole s the conversion from the tomic to the mcroscopic scle. Emphsis is on ssessing students use of mthemticl thinking nd not on memoriztion nd rote ppliction of prolem-solving techniques.] Disciplinry Core Ides PS1.B: Chemicl Rections The fct tht toms re conserved, together with knowledge of the chemicl properties of the elements involved, cn e used to descrie nd predict chemicl rections. Oservle fetures of the student performnce y the end of the course: 1 Representtion Students identify nd descrie the relevnt components in the mthemticl representtions: i. Quntities of rectnts nd products of chemicl rection in terms of toms, moles, nd mss; ii. Molr mss of ll components of the rection; iii. Use of lnced chemicl eqution(s); nd iv. Identifiction of the clim tht toms, nd therefore mss, re conserved during chemicl rection. The mthemticl representtions my include numericl clcultions, grphs, or other pictoril depictions of quntittive informtion. c Students identify the clim to e supported: tht toms, nd therefore mss, re conserved during chemicl rection. 2 Mthemticl modeling Students use the mole to convert etween the tomic nd mcroscopic scle in the nlysis. Given chemicl rection, students use the mthemticl representtions to i. Predict the reltive numer of toms in the rectnts versus the products t the tomic moleculr scle; nd ii. Clculte the mss of ny component of rection, given ny other component. 3 Anlysis Students descrie how the mthemticl representtions (e.g., stoichiometric clcultions to show tht the numer of toms or numer of moles is unchnged fter chemicl rection where specific mss of rectnt is converted to product) support the clim tht toms, nd therefore mss, re conserved during chemicl rection. Students refine the given designed system y mking trdeoffs tht would optimize the designed system to increse the mount of product, nd descrie the resoning ehind design decisions.

9 HS-PS1-8 Students who demonstrte understnding cn: HS-PS1-8. Develop models to illustrte the chnges in the composition of the nucleus of the tom nd the energy relesed during the processes of fission, fusion, nd rdioctive decy. [Clrifiction Sttement: Emphsis is on simple qulittive models, such s pictures or digrms, nd on the scle of energy relesed in nucler processes reltive to other kinds of trnsformtions.] Disciplinry Core Ides PS1.C: Nucler Processes Nucler processes, including fusion, fission, nd rdioctive decys of unstle nuclei, involve relese or sorption of energy. The totl numer of neutrons plus protons does not chnge in ny nucler process. Oservle fetures of the student performnce y the end of the course: c d e Students develop models in which they identify nd descrie the relevnt components of the models, including: i. Identifiction of n element y the numer of protons; ii. The numer of protons nd neutrons in the nucleus efore nd fter the decy; iii. The identity of the emitted prticles (i.e., lph, et oth electrons nd positrons, nd gmm); nd iv. The scle of energy chnges ssocited with nucler processes, reltive to the scle of energy chnges ssocited with chemicl processes. Students develop five distinct models to illustrte the reltionships etween components underlying the nucler processes of 1) fission, 2) fusion nd 3) three distinct types of rdioctive decy. Students include the following fetures, sed on evidence, in ll five models: i. The totl numer of neutrons plus protons is the sme oth efore nd fter the nucler process, lthough the totl numer of protons nd the totl numer of neutrons my e different efore nd fter. ii. The scle of energy chnges in nucler process is much lrger (hundreds of thousnds or even millions of times lrger) thn the scle of energy chnges in chemicl process. Students develop fusion model tht illustrtes process in which two nuclei merge to form single, lrger nucleus with lrger numer of protons thn were in either of the two originl nuclei. Students develop fission model tht illustrtes process in which nucleus splits into two or more frgments tht ech hve smller numer of protons thn were in the originl nucleus. In oth the fission nd fusion models, students illustrte tht these processes my relese Students develop rdioctive decy models tht illustrte the differences in type of energy (e.g., kinetic energy, electromgnetic rdition) nd type of prticle (e.g., lph prticle, et prticle) relesed during lph, et, nd gmm rdioctive decy, nd ny chnge from one element to nother tht cn occur due to the process. Students develop rdioctive decy models tht descrie tht lph prticle emission is type of fission rection, nd tht et nd gmm emission re not.

10 HS-PS2-6 Students who demonstrte understnding cn: HS-PS2-6. Communicte scientific nd technicl informtion out why the moleculr-level structure is importnt in the functioning of designed mterils.* [Clrifiction Sttement: Emphsis is on the ttrctive nd repulsive forces tht determine the functioning of the mteril. Exmples could include why electriclly conductive mterils re often mde of metl, flexile ut durle mterils re mde up of long chined molecules, nd phrmceuticls re designed to interct with specific receptors.] Disciplinry Core Ides PS2.B: Types of Interctions Attrction nd repulsion etween electric chrges t the tomic scle explin the structure, properties, nd trnsformtions of mtter, s well s the contct forces etween mteril ojects. Oservle fetures of the student performnce y the end of the course: 1 Communiction style nd formt Students use t lest two different formts (including orl, grphicl, textul nd mthemticl) to communicte scientific nd technicl informtion, including fully descriing the structure, properties, nd design of the chosen mteril(s). Students cite the origin of the informtion s pproprite. 2 Connecting the DCIs nd the CCCs c d e f Students identify nd communicte the evidence for why moleculr level structure is importnt in the functioning of designed mterils, including: i. How the structure nd properties of mtter nd the types of interctions of mtter t the tomic scle determine the function of the chosen designed mteril(s); nd ii. How the mteril s properties mke it suitle for use in its designed function. Students explicitly identify the moleculr structure of the chosen designed mteril(s) (using representtion pproprite to the specific type of communiction e.g., geometric shpes for drugs nd receptors, ll nd stick models for long-chined molecules). Students descrie the intended function of the chosen designed mteril(s). Students descrie the reltionship etween the mteril s function nd its mcroscopic properties (e.g., mteril strength, conductivity, rectivity, stte of mtter, durility) nd ech of the following: i. Moleculr level structure of the mteril; ii. Intermoleculr forces nd polrity of molecules; nd iii. The ility of electrons to move reltively freely in metls. Students descrie the effects tht ttrctive nd repulsive electricl forces etween molecules hve on the rrngement (structure) of the chosen designed mteril(s) of molecules (e.g., solids, liquids, gses, network solid, polymers). Students descrie tht, for ll mterils, electrosttic forces on the tomic nd moleculr scle results in contct forces (e.g., friction, norml forces, stickiness) on the mcroscopic scle.

11 HS-PS3-2 Students who demonstrte understnding cn: HS-PS3-2. Develop nd use models to illustrte tht energy t the mcroscopic scle cn e ccounted for s comintion of energy ssocited with the motions of prticles (ojects) nd energy ssocited with the reltive positions of prticles (ojects). [Clrifiction Sttement: Exmples of phenomen t the mcroscopic scle could include the conversion of kinetic energy to therml energy, the energy stored due to position of n oject ove the erth, nd the energy stored etween two electriclly-chrged pltes. Exmples of models could include digrms, drwings, descriptions, nd computer simultions.] Disciplinry Core Ides PS3.A: Definitions of Energy Energy is quntittive property of system tht depends on the motion nd interctions of mtter nd rdition within tht system. Tht there is single quntity clled energy is due to the fct tht system s totl energy is conserved, even s, within the system, energy is continully trnsferred from one oject to nother nd etween its vrious possile forms. At the mcroscopic scle, energy mnifests itself in multiple wys, such s in motion, sound, light, nd therml energy. These reltionships re etter understood t the microscopic scle, t which ll of the different mnifesttions of energy cn e modeled s comintion of energy ssocited with the motion of prticles nd energy ssocited with the configurtion (reltive position of the prticles). In some cses the reltive position energy cn e thought of s stored in fields (which medite interctions etween prticles). This lst concept includes rdition, phenomenon in which energy stored in fields moves cross spce. Oservle fetures of the student performnce y the end of the course: 1 Components of the model Students develop models in which they identify nd descrie the relevnt components, including: i. All the components of the system nd the surroundings, s well s energy flows etween the system nd the surroundings; ii. Clerly depicting oth mcroscopic nd moleculr/tomic-level representtion of the system; nd iii. Depicting the forms in which energy is mnifested t two different scles: ) Mcroscopic, such s motion, sound, light, therml energy, potentil energy or energy in fields; nd ) Moleculr/tomic, such s motions (kinetic energy) of prticles (e.g., nuclei nd electrons), the reltive positions of prticles in fields (potentil energy), nd energy in fields. 2 Reltionships Students descrie the reltionships etween components in their models, including: i. Chnges in the reltive position of ojects in grvittionl, mgnetic or electrosttic fields cn ffect the energy of the fields (e.g., chrged ojects moving wy from ech other chnge the field energy). ii. Therml energy includes oth the kinetic nd potentil energy of prticle virtions in solids or molecules nd the kinetic energy of freely moving prticles (e.g., inert gs toms, molecules) in liquids nd gses. iii. The totl energy of the system nd surroundings is conserved t mcroscopic nd moleculr/tomic level. iv. Chemicl energy cn e considered in terms of systems of nuclei nd electrons in electrosttic fields (onds). v. As one form of energy increses, others must decrese y the sme mount s energy is trnsferred mong nd etween ojects nd fields. 3 Connections Students use their models to show tht in closed systems the energy is conserved on oth the mcroscopic nd moleculr/tomic scles so tht s one form of energy chnges, the totl system energy remins constnt, s evidenced y the other forms of energy chnging y the sme mount or chnges only y the mount of energy tht is trnsferred into or out of the system. Students use their models to illustrte tht energy t the mcroscopic scle cn e ccounted for s comintion of energy ssocited with the motions of prticles/ojects nd energy ssocited with the reltive positions of prticles/ojects on oth the mcroscopic nd microscopic scles.

12 Students who demonstrte understnding cn: HS-PS3-4. Pln nd conduct n investigtion to provide evidence tht the trnsfer of therml energy when two components of different temperture re comined within closed system results in more uniform energy distriution mong the components in the system (second lw of thermodynmics). [Clrifiction Sttement: Emphsis is on nlyzing dt from student investigtions nd using mthemticl thinking to descrie the energy chnges oth quntittively nd conceptully. Exmples of investigtions could include mixing liquids t different initil tempertures or dding ojects t different tempertures to wter.] Disciplinry Core Ides PS3.B: Conservtion of Energy nd Energy Trnsfer Energy cnnot e creted or destroyed, ut it cn e trnsported from one plce to nother nd trnsferred etween systems. Uncontrolled systems lwys evolve towrd more stle sttes tht is, towrd more uniform energy distriution (e.g., wter flows downhill, ojects hotter thn their surrounding environment cool down). PS3.D: Energy in Chemicl Processes Although energy cnnot e destroyed, it cn e converted to less useful forms for exmple, to therml energy in the surrounding environment. Oservle fetures of the student performnce y the end of the course: 1 Identifying the phenomenon to e investigted Students descrie the purpose of the investigtion, which includes the following ide, tht the trnsfer of therml energy when two components of different temperture re comined within closed system results in more uniform energy distriution mong the components in the system (second lw of thermodynmics). 2 Identifying the evidence to nswer this question Students develop n investigtion pln nd descrie the dt tht will e collected nd the evidence to e derived from the dt, including: i. The mesurement of the reduction of temperture of the hot oject nd the increse in temperture of the cold oject to show tht the therml energy lost y the hot oject is equl to the therml energy gined y the cold oject nd tht the distriution of therml energy is more uniform fter the interction of the hot nd cold components; nd ii. The het cpcity of the components in the system (otined from scientific literture). 3 Plnning for the investigtion In the investigtion pln, students descrie: i. How nerly closed system will e constructed, including the oundries nd initil conditions of the system; ii. iii. 4 Collecting the dt The dt tht will e collected, including msses of components nd initil nd finl tempertures; nd The experimentl procedure, including how the dt will e collected, the numer of trils, the experimentl set up, nd equipment required. Students collect nd record dt tht cn e used to clculte the chnge in therml energy of ech of the two components of the system. 5 Refining the design c Students evlute their investigtion, including: i. The ccurcy nd precision of the dt collected, s well s the limittions of the investigtion; nd ii. The ility of the dt to provide the evidence required. If necessry, students refine the pln to produce more ccurte, precise, nd useful dt tht ddress the experimentl question. Students identify potentil cuses of the pprent loss of energy from closed system (which should e zero in n idel system) nd djust the design of the experiment ccordingly.