Chemistry, Unit 1

Structure and Properties of Matter

Overview

Unit abstract
Students are expected to develop understanding of the substructure of atoms and to provide more mechanistic
explanations of the properties of substances. Chemical reactions, including rates of reactions and energy
changes, can be understood by students at this level in terms of the collisions of molecules and the
rearrangements of atoms. Students are able to use the periodic table as a tool to explain and predict the
properties of elements. Students are expected to communicate scientific and technical information about why
the molecular-level structure is important in the functioning of designed materials.
The crosscutting concepts of structure and function, patterns, energy and matter, and stability and change are
called out as organizing concepts for these disciplinary core ideas. In the PS1 performance expectations,
students are expected to demonstrate proficiency in developing and using models, planning and conducting
investigations, using mathematical thinking, and constructing explanations and designing solutions. In PS2-6,
students are expected to communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials.

Essential questions
• How can one explain the structure, properties, and interactions of matter?
 

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Chemistry, Unit 1 Structure and Properties of Matter

Written Curriculum

Next Generation Science Standards∗

HS. Structure and Properties of Matter
Students who demonstrate understanding can:
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. [Clarification Statement: Examples of
properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to
main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.A: Structure and Properties of Patterns
Developing and Using Models Matter  Different patterns may be
Modeling in 9–12 builds on K–8 and  Each atom has a charged substructure observed at each of the scales at
progresses to using, synthesizing, consisting of a nucleus, which is made which a system is studied and can
and developing models to predict of protons and neutrons, surrounded by provide evidence for causality in
and show relationships among electrons. (HS-PS1-1) explanations of phenomena. (HS-
variables between systems and their  The periodic table orders elements PS1-1)
components in the natural and horizontally by the number of protons  
designed worlds. in the atom’s nucleus and places those
 Use a model to predict the with similar chemical properties in
relationships between systems or columns. The repeating patterns of this
between components of a table reflect patterns of outer electron
system. (HS-PS1-1) states. (HS-PS1-1)
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-PS1-1)
Connections to other DCIs in this grade-band: HS.LS1.C (HS-PS1-1)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-1); MS.PS1.B (HS-PS1-1)
Common Core State Standards Connections:
ELA/Literacy –
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. (HS-PS1-1)
 
   

                                                                                                               
∗
Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and
partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse,
this product.
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Chemistry, Unit 1 Structure and Properties of Matter

 
HS. Chemical Reactions
Students who demonstrate understanding can:
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. [Clarification Statement: Examples of chemical reactions could
include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and
combustion reactions.]

The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and PS1.A: Structure and Properties Patterns
Designing Solutions of Matter  Different patterns may be observed
Constructing explanations and  The periodic table orders elements at each of the scales at which a
designing solutions in 9–12 builds on horizontally by the number of system is studied and can provide
K–8 experiences and progresses to protons in the atom’s nucleus and evidence for causality in
explanations and designs that are places those with similar chemical explanations of phenomena. (HS-
supported by multiple and independent properties in columns. The PS1-2)
student-generated sources of evidence repeating patterns of this table
consistent with scientific ideas, reflect patterns of outer electron
principles, and theories. states. (HS-PS1-2) (Note: This
 Construct and revise an explanation Disciplinary Core Idea is also
based on valid and reliable evidence addressed by HS-PS1-1.)
obtained from a variety of sources PS1.B: Chemical Reactions
(including students’ own  The fact that atoms are conserved,
investigations, models, theories, together with knowledge of the
simulations, peer review) and the chemical properties of the
assumption that theories and laws elements involved, can be used to
that describe the natural world describe and predict chemical
operate today as they did in the past reactions. (HS-PS1-2)
and will continue to do so in the
future. (HS-PS1-2)
Connections to other DCIs in this grade-band: HS.LS1.C (HS-PS1-2); HS.ESS2.C (HS-PS1-2)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-2); MS.PS1.B (HS-PS1-2)
Common Core State Standards Connections:
ELA/Literacy –
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-PS1-2)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-
PS1-2)
Mathematics –
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays. (HS-PS1-2)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
PS1-2)
 
   

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry, Unit 1 Structure and Properties of Matter

 
HS. Structure and Properties of Matter
Students who demonstrate understanding can:
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. [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.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out PS1.A: Structure and Properties of Patterns
Investigations Matter  Different patterns may be
Planning and carrying out investigations  The structure and interactions of observed at each of the scales at
in 9-12 builds on K-8 experiences and matter at the bulk scale are which a system is studied and
progresses to include investigations that determined by electrical forces within can provide evidence for
provide evidence for and test and between atoms. (HS-PS1-3) causality in explanations of
conceptual, mathematical, physical, and PS2.B: Types of Interactions phenomena. (HS-PS1-3)
empirical models.  Attraction and repulsion between
 Plan and conduct an investigation electric charges at the atomic scale
individually and collaboratively to explain the structure, properties, and
produce data to serve as the basis transformations of matter, as well as
for evidence, and in the design: the contact forces between material
decide on types, how much, and objects. (secondary to HS-PS1-3)
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. (HS-PS1-3)
Connections to other DCIs in this grade-band: HS.ESS2.C (HS-PS1-3)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-3); MS.PS2.B (HS-PS1-3)
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. (HS-PS1-3)
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. (HS-
PS1-3)
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.
(HS-PS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3)
Mathematics –
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays. (HS-PS1-3)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
PS1-3)
 
   
Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry, Unit 1 Structure and Properties of Matter

 
HS.Structure and Properties of Matter
Students who demonstrate understanding can:
HS-PS2-6. 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.]

The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and PS1.A: Structure and Properties Structure and Function
Communicating Information of Matter  Investigating or designing new
Obtaining, evaluating, and  The structure and interactions of systems or structures requires a
communicating information in 9–12 matter at the bulk scale are detailed examination of the
builds on K–8 and progresses to determined by electrical forces properties of different materials, the
evaluating the validity and reliability of within and between atoms. structures of different components,
the claims, methods, and designs. (secondary to HS-PS2-6) and connections of components to
 Communicate scientific and technical PS2.B: Types of Interactions reveal its function and/or solve a
information (e.g. about the process  Attraction and repulsion between problem. (HS-PS2-6)
of development and the design and electric charges at the atomic scale
performance of a proposed process explain the structure, properties,
or system) in multiple formats and transformations of matter, as
(including orally, graphically, well as the contact forces between
textually, and mathematically). (HS- material objects. (HS-PS2-6)
PS2-6)
Connections to other DCIs in this grade-band: N/A
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS2-6); MS.PS2.B (HS-PS2-6)
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. (HS-PS2-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-PS2-6)
Mathematics –
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays. (HS-PS2-6)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-6)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
PS2-6)

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry, Unit 1 Structure and Properties of Matter

HS.Engineering Design
Students who demonstrate understanding can:
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-
offs that account for a range of constraints, including cost, safety, reliability, and aesthetics,
as well as possible social, cultural, and environmental impacts.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and ETS1.B: Developing Possible Connections to Engineering,
Designing Solutions Solutions Technology,  
Constructing explanations and designing  When evaluating solutions, it is and Applications of Science  
solutions in 9–12 builds on K–8 experiences important to take into account a
and progresses to explanations and designs range of constraints, including Influence of Science,
that are supported by multiple and cost, safety, reliability, and Engineering, and Technology
independent student-generated sources of aesthetics, and to consider social, on Society and the Natural
evidence consistent with scientific ideas, cultural, and environmental World
principles and theories. impacts. (HS-ETS1-3)  New technologies can have deep
 Evaluate a solution to a complex real- impacts on society and the
world problem, based on scientific environment, including some
knowledge, student-generated sources that were not anticipated.
of evidence, prioritized criteria, and Analysis of costs and benefits is
tradeoff considerations. (HS-ETS1-3) a critical aspect of decisions
about technology. (HS-ETS1-3)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-3); MS.ETS1.B (HS-ETS1-3)
Common Core State Standards Connections:
ELA/Literacy –
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ETS1-3)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
(HS-ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4 Model with mathematics.(HS-ETS1-3)
 
   

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry, Unit 1 Structure and Properties of Matter

 
HS.Engineering Design
Students who demonstrate understanding can:
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.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational ETS1.B: Developing Possible Systems and System
Thinking Solutions Models
Mathematical and computational thinking in  Both physical models and computers  Models (e.g., physical,
9-12 builds on K-8 experiences and can be used in various ways to aid in mathematical, computer
progresses to using algebraic thinking and the engineering design process. models) can be used to
analysis, a range of linear and nonlinear Computers are useful for a variety of simulate systems and
functions including trigonometric functions, purposes, such as running simulations interactions—including
exponentials and logarithms, and to test different ways of solving a energy, matter, and
computational tools for statistical analysis to problem or to see which one is most information flows— within
analyze, represent, and model data. Simple efficient or economical; and in making and between systems at
computational simulations are created and a persuasive presentation to a client different scales. (HS-ETS1-
used based on mathematical models of basic about how a given design will meet 4)
assumptions. his or her needs. (HS-ETS1-4)
 Use mathematical models and/or
computer simulations to predict the
effects of a design solution on systems
and/or the interactions between systems.
(HS-ETS1-4)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-4); MS.ETS1.B (HS-ETS1-4); MS.ETS1.C (HS-ETS1-4)
Common Core State Standards Connections:
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-4)
MP.4 Model with mathematics. (HS-ETS1-4)
 
Clarifying the standards
Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
• Atoms form molecules that range in size from two atoms to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it.

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Chemistry, Unit 1 Structure and Properties of Matter

• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others.
• In a gas, they are widely spaced except when they happen to collide.
• In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.
• Solids may be formed from molecules or they may be extended structures with repeating subunits
(e.g., crystals).
• The changes of state that occur with variations in temperature or pressure can be described and
predicted using these models of matter.
• Substances react chemically in characteristic ways.
• In a chemical process, the atoms that make up the original substances are regrouped into different
molecules, and these new substances have different properties from those of the reactants.
• The total number of each type of atom is conserved, and thus the mass does not change.
• Some chemical reactions release energy, others store energy.
• The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical
properties are central to the planet’s dynamics.
• These physical and chemical properties include water’s exceptional capacity to absorb, store, and
release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport
materials; and lower the viscosities and melting point of rocks.

Progression of current learning

Driving question 1
How can the periodic table be used to predict the relative properties of elements?
Concepts Practices
• Different patterns may be observed at each • Use the periodic table as a model to
of the scales at which a system is studied, provide evidence for relative properties of
and these patterns can provide evidence for elements at different scales based on the
causality in explanations of phenomena. patterns of electrons in the outermost
energy level of atoms in main group
• Each atom has a charged substructure.
elements.
• An atom’s nucleus is made of protons and
• Use the periodic table as a model to predict
neutrons and is surrounded by electrons.
the relative properties of elements based on
• The periodic table orders elements the patterns of electrons in the outermost
horizontally by number of protons in the energy level of atoms in main group
nucleus of each element’s atoms and places elements.
elements with similar chemical properties
in columns.
• The repeating patterns of this table reflect
patterns of outer electron states.

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Chemistry, Unit 1 Structure and Properties of Matter

• Patterns of electrons in the outermost

energy level of atoms can provide evidence
for the relative properties of elements at
different scales.
• 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.
 
Driving question 2
How can the outcome of a simple chemical reaction be explained?
Concepts Practices
• The periodic table orders elements • Use valid and reliable evidence (obtained
horizontally by number of protons in the from students’ own investigations, models,
nucleus of each element’s atoms and places theories, simulations, and peer review)
elements with similar chemical properties showing the outermost electron states of
in columns. atoms, trends in the periodic table, and
patterns of chemical properties to construct
• The repeating patterns of the periodic table
and revise an explanation for the outcome
reflect patterns of outer electron states.
of a simple chemical reaction.
• The fact that atoms are conserved, together
• Use the assumption that theories and laws
with knowledge of the chemical properties
that describe the outcome of simple
of the elements involved, can be used to
chemical reactions operate today as they
describe and predict chemical reactions.
did in the past and will continue to do so in
• Different patterns may be observed at each the future.
of the scales at which a system is studied,
• Observe patterns in the outermost electron
and these patterns can provide evidence for
states of atoms, trends in the periodic table,
causality in explanations of phenomena.
and chemical properties.
• Use the conservation of atoms and the
chemical properties of the elements
involved to describe and predict the
outcome of a chemical reaction.

Driving question 3
What is the relationship between the structure of substances at the bulk scale and the strength
of electrical forces between particles?
Concepts Practices
• The structure and interactions of matter at • Plan and conduct an investigation
the bulk scale are determined by electrical individually and collaboratively to produce
forces within and between atoms. data that can serve as the basis for evidence
for comparing the structure of substances at
• Attraction and repulsion between electric
the bulk scale to infer the strength of
charges at the atomic scale explain the

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry, Unit 1 Structure and Properties of Matter

structure, properties, and transformations electrical forces between particles; in the

of matter, as well as the contact forces investigation design, decide on types, how
between material objects. much, and accuracy of data needed to
produce reliable measurements; consider
• Different patterns may be observed at each
limitations on the precision of the data
of the scales at which a system is studied
(e.g., number of trials, cost, risk, time); and
and can provide evidence for causality in
refine the design accordingly.
explanations of phenomena.
• Use patterns in the structure of substances
at the bulk scale to infer the strength of
electrical forces between particles.

Driving question 4
Why is the molecular-level structure important in the functioning of designed materials?
Concepts Practices
• The structure and interactions of matter at • Communicate scientific and technical
the bulk scale are determined by electrical information about why the molecular -
forces within and between atoms. level structure is important in the
functioning of designed materials.
• Attraction and repulsion between electric
charges at the atomic scale explain the • Evaluate a solution to a complex real-world
structure, properties, and transformations problem based on scientific knowledge,
of matter, as well as the contact forces student generated sources of evidence,
between material objects. prioritized criteria, and tradeoffs
considerations to determine why the
• When evaluating solutions, it is important
molecular level structure is important in the
to take into account a range of constraints,
functioning of designed materials.
including cost, safety, reliability,
aesthetics, and to consider social, cultural, • Use mathematical models and/or computer
and environmental impacts. simulations to show why the molecular-
level structure is important in the
• Both physical models and computers can
functioning of designed materials.
be used in various ways to aid in the
engineering design process. Computers are • Communication scientific and technical
useful for a variety of purposes, such as information about the attractive and
running simulations to test different ways repulsive forces that determine the
of solving a problem or to see which one is functioning of the material.
most efficient or economical; and in
• Use mathematical models and/or computer
making a persuasive presentation to a client
simulations to show the attractive and
about how a given design will meet his or
repulsive forces that determine the
her needs.
functioning of the material.
• Models (e.g., physical, mathematical,
• Examine in detail the properties of
computer models) can be used to simulate
designed materials, the structure of the
why the molecular-level structure is
components of designed materials, and the
important in the functioning of designed
connections of the components to reveal
materials.
the function.

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Chemistry, Unit 1 Structure and Properties of Matter

• Use models (e.g., physical, mathematical,

computer models) to simulate systems of
designed materials and interactions--
including energy, matter, and information
flows--within and between designed
materials at different scales.
Integration of content, practices, and crosscutting concepts
In order to understand how the periodic table can be used as a model to predict the relative properties of
elements based on the patterns of electrons in the outermost energy level of atoms, students must first
understand the idea that atoms have a charged substructure consisting of a nucleus that is composed of protons
and neutrons surrounded by electrons. Students should use a variety of models to understand the structure of
an atom. Examples may include computer simulations, drawings, and kits. Students can create models of
atoms by calculating protons, neutrons, and electrons in any given atom, isotope, or ion.
In order to understand the predictive power of the periodic table, students should write electron configurations
for main group elements, paying attention to patterns of electrons in the outermost energy level. Students
should annotate the periodic table to determine its arrangement horizontally by number of protons in the
atom’s nucleus and its vertical arrangement by the placement of elements with similar chemical properties in
columns. Students should also be able to translate information about patterns in the periodic table into words
that describe the importance of the outermost electrons in atoms.
Students will use the ideas of attraction and repulsion (i.e., charges—cations/anions) at the atomic scale to
explain the structure of matter, such as in ion formation, and to explain the properties of matter such as
density, luster, melting point, boiling point, etc.
Students will also use the ideas of attraction and repulsion (charges—cations/anions) at the atomic scale to
explain transformations of matter—for example, reaction with oxygen, reactivity of metals, types of bonds
formed, and number of bonds formed. Students will explain bonding through the patterns in outermost
electrons, periodic trends, and chemical properties.
To explain the outcomes of chemical reactions using the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties, students should use investigations,
simulations, and models of chemical reactions to prove that atoms are conserved. For example, students might
observe simple reactions in a closed system and measure the mass before and after the reaction as well as
count atoms in reactants and products in chemical formulas. Students should also construct chemical formulas
involving main group elements in order to model that atoms are conserved in chemical reactions (the Law of
Conservation of Mass). Students will need to describe and predict simple chemical reactions, including
combustion, involving main group elements. Students should use units when modeling the outcome of
chemical reactions. When reporting quantities, students should choose a level of accuracy appropriate to
limitations on measurement.
Students should also be able to write a rigorous explanation of the outcome of simple chemical reactions, using
data from their own investigations, models, theories, and simulations. They should strengthen their
explanations by drawing and citing evidence from informational text.
In order to address how the substructure of substances at the bulk scale infers the strength of electrical forces
between particles, emphasis should be on the importance of outermost electrons in bulk physical properties,
bonding, and stability. Students need to realize that valence electrons are important.
Students should plan and conduct investigations to show that structure and interactions of matter at the bulk
scale are dependent on electrical forces within and between atoms. For example, students could test
conductivity, relative melting point, and solubility. In investigations, students must decide on the types,

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amount, and accuracy of data required to produce reliable information and consider limitations on the
precision of the data.
Students should also plan and conduct investigations using attraction and repulsion (charges—cations/anions)
at the atomic scale to explain the structure of matter at the bulk scale. For example, students could investigate
how the strength of forces between particles is dependent on particle type (ions, atoms, molecules, networked
materials [allotropes]). Students should examine crystal structures and amorphous structures.
Students should also plan and conduct investigations using attraction and repulsion (charges—cations/anions)
at the atomic scale to explain the properties of matter at the bulk scale—for example, investigating melting
point, boiling point, vapor pressure, and surface tension. Students might also plan and conduct an investigation
using attraction and repulsion (charges—cations/anions) at the atomic scale to explain transformations of
matter at the bulk scale—for example, collecting data to create cooling and heating curves.
Students might also conduct short or more sustained research projects to compare the structure of substances at
the bulk scale and use this research to infer the strength of electrical forces between particles. Information
should be gathered from multiple reliable sources and used to support claims. Any data reported should
include appropriate units and limitations on measurements should be considered.
As students consider communicating scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials, focus should be on attractive and repulsive
forces. Students might research information about Life Cycle Analysis (LCA), which examines every part of
the production, use, and final disposal of a product. LCA requires that students examine the inputs (raw
materials and energy) required to manufacture products, as well as the outputs (atmospheric emissions,
waterborne wastes, solid wastes, coproducts, and other resources). This will allow them to make connections
between molecular-level structure and product functionality. Students should evaluate the LCA process and
communicate a solution to a real-world problem, such as the environmental impact of different types of
grocery bags (paper or plastic/reusable vs. disposable), cold drink containers (plastic, glass, or aluminum), or
hot drink containers (paper, Styrofoam, or ceramic). They will base their solution to their chosen real-world
problem on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety,
reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Students should then use technology to present a life-cycle-stage model that considers the LCA and typical
inputs and outputs measured for their real-world problem. Students will need to consider the properties of
various materials (e.g. Molar mass, solubility, bonding) to decide what materials to use for what purposes.
When students have properties appropriate for the final use, they will be able to consider material uses in
LCAs to determine if they are environmentally appropriate. For further reference see ChemMatters, February
2014, “It’s Not Easy Being Green, Or Is It?,” at www.acs.org/content/acs/en/education/resources/
highschool/chemmatters.html.
Integration of engineering
In this unit, students consider communicating scientific and technical information about why the molecular-
level structure is important in the functioning of designed materials. HS-ETS1-3 and HS-ETS1-4 have been
identified as appropriate engineering connections. Students might evaluate a solution to a complex real-world
problem, such as electrically conductive materials made of metal, plastics made of organic polymers, or
pharmaceuticals designed for specific biological targets, and then use a computer simulation to model the
impact of that solution.
 

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Chemistry, Unit 1 Structure and Properties of Matter

Integration of mathematics and English language arts/literacy

Mathematics
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing periodic trends for main group elements based on patterns of electrons in the outermost
energy level of atoms.
• Considering the outermost energy level of atoms, define appropriate quantities for descriptive
modeling of periodic trends for main group elements based on patterns of electrons in outermost
energy levels.
• Use units as a way to understand the outcome of a simple chemical reaction involving main group
elements based on the outermost electron states of atoms, trends in the periodic table, and knowledge
of the patterns of chemical properties. Choose and interpret units consistently in chemical reactions.
Choose and interpret the scale and origin in graphs and data displays representing patterns of chemical
properties, outer electron states of atoms, trends in the periodic table, and patterns of chemical
properties.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities of
simple chemical reactions.
• Use units as a simple way to compare the structure of substances at the bulk scale to infer the strength
of electrical forces between particles. Choose and interpret units comparing the structure of substances
at the bulk scale to infer the strength of electrical forces between particles. Choose and interpret the
scale and origin in graphs and data displays comparing the structure of substances and the bulk scale
and electrical forces between particles.
• Choose a level of accuracy appropriate to limitations on measurements of the strength of electrical
forces between particles.

English language arts/literacy

• Translate information from the periodic table about the patterns of electrons in the outermost energy
level of atoms into words that describe the relative properties of elements.
• Write 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 of
elements using well-chosen, relevant, and sufficient facts; extended definitions; and concrete details
from students’ own investigations, models, theories, simulations, and peer review.
• Develop and strengthen explanations for the outcome of a simple chemical reaction by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing the outermost electron
states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties of
elements.
• Draw evidence from informational texts about the outermost electron states of atoms, trends in the
periodic table, and patterns of chemical properties of elements to construct a rigorous explanation of
the outcome of a simple chemical reaction.
• Cite specific textual evidence comparing the structure of substances at the bulk scale to infer the
strength of electrical forces between particles.
• Conduct short as well as more sustained research projects to compare the structure of substances at the
bulk scale and use this research to infer the strength of electrical forces between particles.

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Chemistry, Unit 1 Structure and Properties of Matter

• Gather applicable information from multiple reliable sources to support the claim that electrical forces
between particles can be used to explain the structure of substances at the bulk scale.
• Develop evidence comparing the structure of substances at the bulk scale and the strength of electrical
forces between particles.
Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Life science
• The process of photosynthesis converts light energy to stored chemical energy by converting carbon
dioxide plus water into sugars plus released oxygen.
• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon
backbones are used to make amino acids and other carbon-based molecules that can be assembled into
larger molecules (such as proteins or DNA), used, for example, to form new cells.
• As matter and energy flow through different organizational levels of living systems, chemical
elements are recombined in different ways to form different products.
• As a result of these chemical reactions, energy is transferred from one system of interacting molecules
to another.
• Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules
are broken and new compounds are formed that can transport energy to muscles.
• Cellular respiration also releases the energy needed to maintain body temperature despite ongoing
energy transfer to the surrounding environment.

Earth and space science

• The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical
properties are central to the planet’s dynamics. These properties include water’s exceptional capacity
to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing,
dissolve and transport materials, and lower the viscosities and melting points of rocks.

Number of Instructional Days

 
Recommended number of instructional days: 40 (1 day = approximately 50 minutes)
Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.

   

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Chemistry, Unit 1 Structure and Properties of Matter

 
Additional NGSS Resources
The following resources were consulted during the writing of this unit:
• Next Generation Science Standards Appendices L and M
• A Framework for K–12 Science Education
• Common Core State Standards for Mathematics and Common Core State Standards for English
Language Arts and Literacy in History/Social Studies, Science, & Technical Subjects
 

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Chemistry, Unit 1 Structure and Properties of Matter

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 Chemistry, Unit 2
Energy and Its Applications (Nonliving)

Overview

Unit abstract
In this unit of study, students will understand energy as a quantitative property of a system—a property that
depends on the motion and interactions of matter and radiation within that system. They will also understand
that the total change of energy in any system is always equal to the total energy transferred into or out of the
system. Students develop an understanding that energy, at both the macroscopic and the atomic scales, can be
accounted for as motions of particles or as energy associated with the configurations (relative positions) of
particles.
Students understand the role that water plays in affecting weather. Students can examine the ways that human
activities cause feedback that create changes to other systems. In the HS Earth’s Systems performance
expectations, students are expected to demonstrate proficiency in developing and using models, planning and
carrying out investigations, analyzing and interpreting data, engaging in argument from evidence, and using
these practices to demonstrate understanding of core ideas.
Students understand the complex and significant interdependencies between humans and the rest of Earth’s
systems through the impacts of natural hazards, our dependencies on natural resources, and environmental
impacts of human activities.
Developing possible solutions for major global problems begins by breaking these problems into smaller
problems that can be tackled with engineering methods. To evaluate potential solutions, students are expected
not only to consider a wide range of criteria, but also to recognize that criteria need to be prioritized.
Improving designs at the high school level may involve sophisticated methods, such as using computer
simulations to model proposed solutions. Students are expected to use such methods to take into account a
range of criteria and constraints, to try to anticipate possible societal and environmental impacts, and to test the
validity of their simulations by comparison to the real world.

Essential questions
• How is energy transferred and conserved?
• How do the major Earth systems interact?
• How do the properties and movements of water shape Earth’s surface and affect its systems?
• How do humans depend on Earth’s resources?
• How do people model and predict the effects of human activities on Earth’s climate?
 

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

Written Curriculum
Next Generation Science Standards
HS. Energy
Students who demonstrate understanding can:
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). [Clarification Statement: Emphasis is on analyzing data from student investigations
and using mathematical thinking to describe the energy changes both quantitatively and conceptually.
Examples of investigations could include mixing liquids at different initial temperatures or adding objects at
different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on
materials and tools provided to students.]

The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out PS3.B: Conservation of Energy and Systems and System Models
Investigations Energy Transfer  When investigating or
Planning and carrying out investigations  Energy cannot be created or describing a system, the
to answer questions or test solutions to destroyed, but it can be transported boundaries and initial
problems in 9–12 builds on K–8 from one place to another and conditions of the system need
experiences and progresses to include transferred between systems. (HS- to be defined and their inputs
investigations that provide evidence for PS3-4) and outputs analyzed and
and test conceptual, mathematical,  Uncontrolled systems always evolve described using models. (HS-
physical, and empirical models. toward more stable states—that is, PS3-4)
 Plan and conduct an investigation toward more uniform energy
individually and collaboratively to distribution (e.g., water flows
produce data to serve as the basis for downhill, objects hotter than their
evidence, and in the design: decide surrounding environment cool down).
on types, how much, and accuracy of (HS-PS3-4)
data needed to produce reliable PS3.D: Energy in Chemical
measurements and consider Processes
limitations on the precision of the  Although energy cannot be
data (e.g., number of trials, cost, destroyed, it can be converted to less
risk, time), and refine the design useful forms—for example, to
accordingly. (HS-PS3-4) thermal energy in the surrounding
environment. (HS-PS3-4)
Connections to other DCIs in this grade-band: HS.ESS1.A (HS-PS3-4); HS.ESS2.A (HS-PS3-4); HS.ESS2.D (HS-PS3-4)
Articulation to DCIs across grade-bands: MS.PS3.B (HS-PS3-4)
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. (HS-PS3-
4)
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. (HS-PS3-4)
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. (HS-PS3-4)

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS3-4)
MP.4 Model with mathematics. (HS-PS3-4)
 
HS. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials
and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations
with water and a variety of solid materials to provide the evidence for connections between the hydrologic
cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations
include stream transportation and deposition using a stream table, erosion using variations in soil moisture
content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations
include chemical weathering and recrystallization (by testing the solubility of different materials) or melt
generation (by examining how water lowers the melting temperature of most solids).]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out ESS2.C: The Roles of Water in Structure and Function
Investigations Earth’s Surface Processes  The functions and properties of
Planning and carrying out investigations  The abundance of liquid water on natural and designed objects and
in 9-12 builds on K-8 experiences and Earth’s surface and its unique systems can be inferred from their
progresses to include investigations that combination of physical and overall structure, the way their
provide evidence for and test chemical properties are central to components are shaped and used,
conceptual, mathematical, physical, and the planet’s dynamics. These and the molecular substructures of
empirical models. properties include water’s its various materials. (HS-ESS2-5)
 Plan and conduct an investigation exceptional capacity to absorb,
individually and collaboratively to store, and release large amounts
produce data to serve as the basis for of energy, transmit sunlight,
evidence, and in the design: decide expand upon freezing, dissolve
on types, how much, and accuracy of and transport materials, and
data needed to produce reliable lower the viscosities and melting
measurements and consider points of rocks. (HS-ESS2-5)
limitations on the precision of the
data (e.g., number of trials, cost, risk,
time), and refine the design
accordingly. (HS-ESS2-5)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS2-5); HS.PS1.B (HS-ESS2-5); HS.PS3.B (HS-ESS2-5);
HS.ESS3.C (HS-ESS2-5)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS2-5); MS.PS4.B (HS-ESS2-5); MS.ESS2.A (HS-ESS2-5);
MS.ESS2.C (HS-ESS2-5); MS.ESS2.D (HS-ESS2-5)
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. (HS-
ESS2-5)
Mathematics –
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
ESS2-5)
 
 
 
 

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

 
HS. Human Sustainability
Students who demonstrate understanding can:  
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and
mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the
conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on
minimizing impacts where it is not. Examples include developing best practices for agricultural soil use,
mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science
knowledge indicates what can happen in natural systems—not what should happen.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices     Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence ESS3.A: Natural Resources Connections to Engineering,
Engaging in argument from evidence in 9–  All forms of energy production Technology,  
12 builds on K–8 experiences and and other resource extraction and Applications of Science  
progresses to using appropriate and have associated economic, social,
sufficient evidence and scientific reasoning environmental, and geopolitical Influence of Engineering,
to defend and critique claims and costs and risks as well as Technology, and Science on
explanations about natural and designed benefits. New technologies and Society and the Natural World
world(s). Arguments may also come from social regulations can change the  Engineers continuously modify
current scientific or historical episodes in balance of these factors. (HS- these systems to increase
science. ESS3-2) benefits while decreasing costs
• Evaluate competing design solutions to ETS1.B. Designing Solutions to and risks. (HS-ESS3-2)
a real-world problem based on scientific Engineering Problems  Analysis of costs and benefits is a
ideas and principles, empirical evidence,  When evaluating solutions, it is critical aspect of decisions about
and logical arguments regarding important to take into account a technology. (HS-ESS3-2)
relevant factors (e.g. economic, range of constraints, including
societal, environmental, ethical cost, safety, reliability, and -------------------------------------
considerations). (HS-ESS3-2) aesthetics, and to consider -----
social, cultural, and Connections to Nature of
environmental impacts. Science
(secondary to HS-ESS3-2)  
Science Addresses Questions
About the Natural and Material
World
 Science and technology may raise
ethical issues for which science,
by itself, does not provide
answers and solutions. (HS-ESS3-
2)
 Science knowledge indicates what
can happen in natural systems—
not what should happen. The
latter involves ethics, values, and
human decisions about the use of
knowledge. (HS-ESS3-2)
 Many decisions are not made
using science alone, but rely on
social and cultural contexts to
resolve issues. (HS-ESS3-2)
Connections to other DCIs in this grade-band: HS.PS3.B (HS-ESS3-2); HS.PS3.D (HS-ESS3-2); HS.LS2.A (HS-ESS3-2);
HS.LS2.B (HS-ESS3-2); HS.LS4.D (HS-ESS3-2); HS.ESS2.A (HS-ESS3-2)
Articulation of DCIs across grade-bands: MS.PS3.D (HS-ESS3-2); MS.LS2.A (HS-ESS3-2); MS.LS2.B (HS-ESS3-2);
MS.LS4.D (HS-ESS3-2); MS.ESS3.A (HS-ESS3-2); MS.ESS3.C (HS-ESS3-2)

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

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. ((HS-ESS3-2)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ESS3-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS3-2)
 
HS. Engineering Design
Students who demonstrate understanding can:
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-
offs that account for a range of constraints, including cost, safety, reliability, and aesthetics,
as well as possible social, cultural, and environmental impacts.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and ETS1.B: Developing Possible Connections to Engineering,
Designing Solutions Solutions Technology,  
Constructing explanations and designing  When evaluating solutions, it is and Applications of Science  
solutions in 9–12 builds on K–8 experiences important to take into account a
and progresses to explanations and designs range of constraints, including Influence of Science,
that are supported by multiple and cost, safety, reliability, and Engineering, and Technology
independent student-generated sources of aesthetics, and to consider social, on Society and the Natural
evidence consistent with scientific ideas, cultural, and environmental World
principles and theories. impacts. (HS-ETS1-3)  New technologies can have
 Evaluate a solution to a complex real- deep impacts on society and
world problem, based on scientific the environment, including
knowledge, student-generated sources of some that were not anticipated.
evidence, prioritized criteria, and tradeoff Analysis of costs and benefits is
considerations. (HS-ETS1-3) a critical aspect of decisions
about technology. (HS-ETS1-3)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-3); MS.ETS1.B (HS-ETS1-3)
Common Core State Standards Connections:
ELA/Literacy –
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ETS1-3)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
(HS-ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4 Model with mathematics.(HS-ETS1-3)
 
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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

Clarifying the standards

Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two atoms to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given
conditions) that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not
change relative locations.
• Solids may be formed from molecules or they may be extended structures with repeating subunits (e.g.,
crystals).
• The changes of state that occur with variations in temperature or pressure can be described and predicted
using these models of matter.
• When the motion energy of an object changes, there is inevitably some other change in energy at the same
time.
• The amount of energy transfer needed to change the temperature of a matter sample by a given amount
depends on the nature of the matter, the size of the sample, and the environment.
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
• When light shines on an object, it is reflected from, absorbed by, or transmitted through the object,
depending on the object’s material and the frequency (color) of the light.
• The path that light travels can be traced as a straight line, except at surfaces between different transparent
materials (e.g., air and water, air and glass), where the light path bends.
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of
light at a surface between media.
• However, because light can travel through space, it cannot be a matter wave like sound or water waves.

Life science
• Organisms and populations of organisms are dependent on their environmental interactions with other
living things and with nonliving factors.
• In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other
resources may compete with each other for limited resources, access to which consequently constrains
their growth and reproduction.
• Growth of organisms and population increases are limited by access to resources.
• Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of
organisms. Mutually beneficial interactions between organisms may, in contrast, become so
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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

interdependent that each organism requires the other for survival. Although the species involved in these
competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of
interactions of organisms with their environments, both living and nonliving, are shared.
• Food webs are models that demonstrate how matter and energy are transferred among producers,
consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and
out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or
animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The
atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving
parts of the ecosystem.

Earth and space science

• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s
systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter
that cycles produce chemical and physical changes in Earth’s materials and living organisms.
• The planet’s systems interact over scales that range from microscopic to global in size, and they operate
over fractions of a second to billions of years. These interactions have shaped Earth’s history and will
determine its future.
• Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation
and crystallization, and precipitation, as well as downhill flows on land.
• The complex patterns of the changes and movement of water in the atmosphere, determined by winds,
landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
• Global movements of water and its changes in form are propelled by sunlight and gravity.
• Variations in density due to variations in temperature and salinity drive a global pattern of interconnected
ocean currents.
• Water’s movements—both on the land and underground—cause weathering and erosion, which change the
land’s surface features and create underground formations.
• Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice,
landforms, and living things. These interactions vary with latitude, altitude, and local and regional
geography, all of which can affect oceanic and atmospheric flow patterns.
• Because these patterns are so complex, weather can only be predicted probabilistically.
• The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it
over time, and globally redistributing it through ocean currents.
• Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals,
fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human
lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
• Human activities have significantly altered the biosphere, sometimes damaging or destroying natural
habitats and causing the extinction of other species. But changes to Earth’s environments can have
different impacts (negative and positive) for different living things.
• Typically, as human populations and per-capita consumption of natural resources increase, so do the
negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

Progression of current learning

 

Driving question 1
How does energy distribution change among the components of a closed system when two
components of different temperature are combined?
Concepts Practices
• When investigating or describing a system, • Plan and conduct an investigation
the boundaries and initial conditions of the individually or collaboratively to produce
system need to be defined and their inputs data on transfer of thermal energy in a
and outputs analyzed and described using closed system that can serve as a basis for
models. evidence of uniform energy distribution
among components of a system when two
• Energy cannot be created or destroyed, but it
components of different temperatures are
can be transported from one place to another
combined.
and transferred between systems.
• Use models to describe a system and define
• Uncontrolled systems always move toward
its boundaries, initial conditions, inputs,
more stable states—that is, toward a more
and outputs.
uniform energy distribution.
• Design an investigation to produce data on
• Although energy cannot be destroyed, it can
transfer of thermal energy in a closed
be converted into less useful forms—for
system that can serve as a basis for
example, to thermal energy in the
evidence of uniform energy distribution
surrounding environment.
among components of a system when two
components of different temperatures are
combined, considering types, how much,
and the accuracy of data needed to produce
reliable measurements.
• Consider the limitations of the precision of
the data collected and refine the design
accordingly.
 

Driving question 2
What are the properties of water and what are its effects on Earth materials and surface
processes?
Concepts Practices
• The abundance of liquid water on Earth’s • Plan and conduct an investigation
surface and its unique combination of individually and collaboratively of the
physical and chemical properties are properties of water and its effects on Earth
central to the planet’s dynamics. materials and surface processes.
• The functions and properties of water and • Use models to describe a hydrological
water systems can be inferred from the system and define its boundaries, initial
overall structure, the way the components conditions, inputs, and outputs.
are shaped and used, and the molecular
• Design an investigation considering the
substructure.
types, how much, and accuracy of data
needed to produce reliable measurements.
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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

• These properties include water’s • Consider the limitations on the precision of

exceptional capacity to absorb, store, and the data collected and refine the design
release large amounts of energy; transmit accordingly.
sunlight; expand upon freezing; dissolve
and transport materials; and lower the
viscosities and melting points of rocks.
 

Driving question 3
How can energy and mineral resources be developed, managed, and utilized?
Concepts Practices
• All forms of energy production and other • Evaluate competing design solutions for
resource extraction have associated developing, managing, and utilizing energy
economic, social, environmental, and and mineral resources based on cost-
geopolitical costs and risks as well as benefit ratios, scientific ideas and
benefits. New technologies and social principles, empirical evidence, and logical
regulations can change the balance of these arguments regarding relevant factors (e.g.,
factors. economic, societal, environmental, and
ethical considerations).
• Models can be used to simulate systems
and interactions, including energy, matter, • Use models to evaluate competing design
and information flows, within and between solutions for developing, managing, and
systems at different scales. utilizing energy and mineral resources
based on cost–benefit ratios, scientific
• Engineers continuously modify design
ideas and principles, empirical evidence,
solutions to increase benefits while
and logical arguments regarding relevant
decreasing costs and risks.
factors (e.g., economic, societal,
• Analysis of costs and benefits is a critical environmental, and ethical considerations).
aspect of decisions about technology.
• Scientific knowledge indicates what can
happen in natural systems, not what should
happen. The latter involves ethics, values,
and human decisions about the use of
knowledge.
• New technologies can have deep impacts
on society and the environment, including
some that were not anticipated.
• Science and technology may raise ethical
issues for which science, by itself, does not
provide answers and solutions.
• Many decisions are made not using science
alone, but instead relying on social and
cultural contexts to resolve issues.

Integration of content, practices, and crosscutting concepts

In this unit of study, students begin by building their understanding of the law of conservation of energy by
planning and conducting investigations of thermal energy transfer. Students should investigate and describe a
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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

system focusing specifically on thermal energy transfer in a closed system. These investigations will provide
opportunities for students to use models that can be made of a variety of materials, such as student-generated
drawings and/or digital simulations, such as those available from PhET. These models can be used to describe
a system, and define its boundaries, initial conditions, inputs, and outputs.
Students should have the opportunity to ask and refine questions, using specific textual evidence, about the
energy distribution in a system. Students should collect relevant data from several sources, including their own
investigations, and synthesize their findings into a coherent understanding.
Using the knowledge that energy cannot be created or destroyed, students should create computational or
mathematical models to calculate the change in the energy in one component of a system when the change in
energy of the other component(s) and energy flows in and out of the systems are known. In order to do this,
students should manipulate variables in specific heat calculations. For example, students can use data collected
from simple Styrofoam calorimeters to investigate the mixing of water at different initial temperatures or the
adding of objects at different temperatures to water to serve as a basis for evidence of uniform energy
distribution among components of a system. Students might conduct an investigation using different materials
such as various metals, glass, and rock samples. Using the specific heat values for these substances, students
could create mathematical models to represent the energy distribution in a system, identify important
quantities in energy distribution, map relationships, and analyze those relationships mathematically to draw
conclusions.
These investigations will allow students to collect data to show that energy is transported from one place to
another or transferred between systems, and that uncontrolled systems always move toward more stable states
with more uniform energy distribution. Students should also observe during investigations that energy can be
converted into less useful forms, such as thermal energy released to the surrounding environment. During the
design and implementation of investigations, students must consider the precision and accuracy appropriate to
limitations on measurement of the data collected and refine their design accordingly.
This unit will also focus on the planning and conducting of mechanical and chemical investigations of water.
Properties to be investigated should include water’s exceptional capacity to absorb, store, and release large
amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the
viscosities and melting points of rocks. This focus is particularly important since water’s abundance on Earth’s
surface, and its unique combination of physical and chemical properties, are central to the planet’s dynamics.
The functions and properties of water and water systems can be inferred from the overall structure, the way
components are shaped and used, and the molecular substructure. Investigations will emphasize the
mechanical and chemical processes involved in the interactions between the hydrological cycle and solid
materials. Examples of mechanical investigations include stream transportation and deposition, erosion, and
frost wedging. Examples of chemical investigations include chemical weathering, recrystallization (by testing
the solubility of different materials) or melt generation (by examining how water lowers the melting
temperature of most solids). When investigating the properties of water and their effects on Earth materials
and surface processes, students should report quantities using a level of accuracy appropriate to limitations on
measurement.
To gain a more complete understanding, students might conduct short or more sustained research projects to
determine how the properties of water affect Earth materials and surface processes.
Once students have an understanding of the conservation of energy and the properties of water that allow it to
absorb, store, and release large amounts of energy, the unit will transition to an engineering design problem.
Working from the premise that all forms of energy production and other resource extraction have associated
economic, social, environmental, and geopolitical costs, risks, and benefits, students will use cost–benefit
ratios to evaluate competing design solutions for developing, managing, and utilizing energy and mineral
resources.

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

For example, students might investigate the real-world technique of using hydraulic fracturing to extract
natural gas from shale deposits versus other traditional means of acquiring energy from natural resources.
Students will synthesize information from a range of sources into a coherent understanding of competing
design solutions for extracting and utilizing energy and mineral resources. As students evaluate competing
design solutions, they should consider that new technologies could have deep impacts on society and the
environment, including some that were not anticipated. Some of these impacts could raise ethical issues for
which science does not provide answers or solutions. In their evaluations, students should make sense of
quantities and relationships associated with developing, managing, and utilizing energy and mineral resources.
Mathematical models can be used to explain their evaluations. Students might represent their understanding by
conducting a Socratic seminar as a way to present opposing views. Students should consider and discuss
decisions about designs in scientific, social, and cultural contexts.

Integration of engineering
The engineering performance expectation HS-ESS3-2 specifically identifies a connection to HS-ETS1-3. This
requires students to evaluate a solution to a complex real-world problem. In this unit, students will use cost–
benefit ratios to evaluate competing designs for developing, managing, and utilizing energy and mineral
resources.
Integration of DCI from prior units within this grade level
Using prior knowledge from Unit 1 about properties and transformations of matter, students will now study the
transfer of energy using water as the model.
Integration of mathematics and/or English language arts/literacy
Mathematics
• Use symbols to represent energy distribution in a system when two components of different
temperature are combined, and manipulate the representing symbols. Make sense of quantities and
relationships in the energy distribution in a system when two components of different temperature are
combined.
• Use a mathematical model to describe energy distribution in a system when two components of
different temperature are combined. Identify important quantities in energy distribution in a system
when two components of different temperature are combined and map their relationships using tools.
Analyze those relationships mathematically to draw conclusions, reflecting on the results and
improving the model if it has not served its purpose.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities of the
properties of water and their effects on Earth materials and surface processes.
• Use symbols to represent an explanation of the best of multiple design solutions for developing,
managing, and utilizing energy and mineral resources and manipulate the representing symbols. Make
sense of quantities and relationships in cost–benefit ratios for multiple design solutions for developing,
managing, and utilizing energy and mineral resources symbolically and manipulate the representing
symbols.
• Use a mathematical model to explain the evaluation of multiple design solutions for developing,
managing, and utilizing energy and mineral resources. Identify important quantities in cost–benefit
ratios for multiple design solutions for developing, managing, and utilizing energy and mineral
resources and map their relationships using tools. Analyze those relationships mathematically to draw
conclusions, reflecting on the results and improving the model if it has not served its purpose.

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

English language arts/literacy

• Ask and refine questions to support uniform energy distribution among the components in a system
when two components of different temperature are combined, using specific textual evidence.
• Conduct short as well as more sustained research projects to determine energy distribution in a system
when two components of different temperature are combined.
• Collect relevant data across a broad spectrum of sources about the distribution of energy in a system
and assess the strengths and limitations of each source.
• Synthesize findings from experimental data into a coherent understanding of energy distribution in a
system.
• Conduct short as well as more sustained research projects to determine how the properties of water
affect Earth materials and surface processes.
• Cite specific textual evidence to evaluate competing design solutions for developing, managing, and
utilizing energy and mineral resources based on cost–benefit ratios.
• Evaluate the hypotheses, data, analysis, and conclusions of competing design solutions for developing,
managing, and utilizing energy and mineral resources based on cost–benefit ratios, verifying the data
when possible and corroborating or challenging conclusions with other design solutions.
• Integrate and evaluate multiple design solutions for developing, managing, and utilizing energy and
mineral resources based on cost–benefit ratios in order to reveal meaningful patterns and trends.
• Evaluate the hypotheses, data, analysis, and conclusions of competing design solutions for developing,
managing, and utilizing energy and mineral resources based on cost–benefit ratios, verifying the data
when possible and corroborating or challenging conclusions with other design solutions.
• Synthesize data from multiple sources of information in order to create data sets that inform design
decisions and create a coherent understanding of developing, managing, and utilizing energy and
mineral resources.
Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Physical science
• Each atom has a charged substructure consisting of a nucleus made of protons and neutrons and
surrounded by electrons.
• The periodic table orders elements horizontally by the number of protons in the nucleus of each element’s
atoms and places elements with similar chemical properties in columns. The repeating patterns of this
table reflect patterns of outer electron states.
• The structure and interactions of matter at the bulk scale are determined by electrical forces within and
between atoms.
• A stable molecule has less energy than does the same set of atoms separated; at least this much energy is
required in order to take the molecule apart.
• Chemical processes, their rates, and whether or not they store or release energy 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.
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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

• In many situations, a dynamic and condition-dependent balance between a reaction and the reverse
reaction determines the numbers of all types of molecules present.
• The fact that atoms are conserved in chemical reactions, together with knowledge of the chemical
properties of the elements involved, can be used to describe and predict chemical reactions.
• Conservation of energy means that the total change of energy in any system is always equal to the total
energy transferred into or out of the system.
• Energy cannot be created or destroyed, but it can be transported from one place to another and transferred
between systems.
• Mathematical expressions, which quantify how the energy stored in a system depends on its configuration
(e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used to predict and describe system
behavior.
• The availability of energy limits what can occur in any system.
• Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy
distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal
energy in the surrounding environment.

Life science
• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they
can support. These limits result from such factors as the availability of living and nonliving resources and
from such challenges such as predation, competition, and disease. Organisms would have the capacity to
produce populations of great size were it not for the fact that environments and resources are finite. This
fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life
processes.
• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up the
molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are
combined and recombined in different ways. At each link in an ecosystem, matter and energy are
conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is
exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
• Humans depend on the living world for resources and other benefits provided by biodiversity. But human
activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat
destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity
so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life
on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or
inspirational value.

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

Earth and space science

• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.
• The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their
movements, and their distances from Earth.
• The Big Bang theory is supported by observations of distant galaxies receding from our own, by the
measured composition of stars and nonstellar gases, and by the maps of spectra of the primordial radiation
(cosmic microwave background) that still fills the universe.
• Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars
produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic
energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
• Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the
original changes.
• Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and
its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with
a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Motions of the mantle and its
plates occur primarily through thermal convection, which involves the cycling of matter due to the
outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward
the interior.
• The geological record shows that changes to global and regional climate can be caused by interactions
among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic
activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales
from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
• The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as
its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and
this energy’s re-radiation into space.
• Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and
released oxygen.
• Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus
affect climate.

Number of Instructional Days

Recommended number of instructional days: 40 (1 day = approximately 50 minutes)
Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.
 

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

Additional NGSS Resources

The following resources were consulted during the writing of this unit:
• Next Generation Science Standards appendices I, L, and M
• A Framework for K-12 Science Education
• Common Core State Standards appendices (Mathematics and ELA/Literacy)
 

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Chemistry, Unit 2 Energy and Its Applications (Nonliving)

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 Chemistry Unit 3
Bonding and Chemical Reactions

Overview

Unit abstract
In this unit of study, students are expected to develop understanding of the substructure of atoms and to
provide more mechanistic explanations of the properties of substances. Chemical reactions, including rates of
reactions and energy changes, can be understood by students at this level in terms of the collisions of
molecules and the rearrangements of atoms. Students are also able to apply an understanding of the process of
optimization and engineering design to chemical reaction systems.
The crosscutting concepts of patterns, energy and matter, and stability and change are the organizing concepts
for these disciplinary core ideas. In the PS1 performance expectations, students are expected to demonstrate
proficiency in developing and using models, planning and conducting investigations, using mathematical
thinking, and constructing explanations and designing solutions.

Essential questions
• How can one explain the structure, properties, and interactions of matter?
• How is energy transferred and conserved?
• How do substances combine or change (react) to make new substances?
• How does one explain reactions and make predictions about them?
 

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Chemistry Unit 3 Bonding and Chemical Reactions

Written Curriculum

Next Generation Science Standards

 
HS. Chemical Reactions
Students who demonstrate understanding can:
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.]

The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.B: Chemical Reactions Energy and Matter
Using Mathematics and  The fact that atoms are  The total amount of energy and
Computational Thinking conserved, together with matter in closed systems is
Mathematical and computational knowledge of the chemical conserved. (HS-PS1-7)
thinking at the 9–12 level builds on properties of the elements  Changes of energy and matter in a
K–8 and progresses to using involved, can be used to describe system can be described in terms
algebraic thinking and analysis, a and predict chemical reactions. of energy and matter flows into,
range of linear and nonlinear (HS-PS1-7) out of, and within that system.
functions including trigonometric (HS-PS1-4)
functions, exponentials and
logarithms, and computational tools ----------------------------------------
for statistical analysis to analyze, Connections to Nature of Science
represent, and model data. Simple
computational simulations are Scientific Knowledge Assumes an
created and used based on Order and Consistency in Natural
mathematical models of basic Systems
assumptions.  Science assumes the universe is a
 Use mathematical representations vast single system in which basic
of phenomena to support claims. laws are consistent. (HS-PS1-7)
(HS-PS1-7)
Connections to other DCIs in this grade-band: HS.PS3.B (HS-PS1-7); HS.LS1.C (HS-PS1-7); HS.LS2.B (HS-PS1-7)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-7); MS.PS1.B (HS-PS1-7); MS.LS1.C (HS-PS1-7);
MS.LS2.B (HS-PS1-7); MS.ESS2.A (HS-PS1-7)
Common Core State Standards Connections:
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS1-7)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (HS-PS1-7)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-7)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-PS1-7)

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Chemistry Unit 3 Bonding and Chemical Reactions

HS. Chemical Reactions

Students who demonstrate understanding can:
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. [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.]

The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.A: Structure and Properties of Energy and Matter
Developing and Using Models Matter  Changes of energy and
Modeling in 9–12 builds on K–8 and  A stable molecule has less energy than matter in a system can be
progresses to using, synthesizing, the same set of atoms separated; one described in terms of energy
and developing models to predict must provide at least this energy in order and matter flows into, out
and show relationships among to take the molecule apart. (HS-PS1-4) of, and within that system.
variables between systems and PS1.B: Chemical Reactions (HS-PS1-4)
their components in the natural and  Chemical processes, their rates, and
designed worlds. whether or not energy is stored or
 Develop a model based on released can be understood in terms of
evidence to illustrate the the collisions of molecules and the
relationships between systems rearrangements of atoms into new
or between components of a molecules, with consequent changes in
system. (HS-PS1-4) the sum of all bond energies in the set of
molecules that are matched by changes in
kinetic energy. (HS-PS1-4)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-4); HS.PS3.B (HS-PS1-4); HS.PS3.D (HS-PS1-4);
HS.LS1.C (HS-PS1-4)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-4); MS.PS1.B (HS-PS1-4); MS.PS2.B (HS-PS1-4);
MS.PS3.D (HS-PS1-4); MS.LS1.C (HS-PS1-4)
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. (HS-PS1-4)
Mathematics –
MP.4 Model with mathematics. (HS-PS1-4)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin
in graphs and data displays. (HS-PS1-4)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-PS1-4)

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Chemistry Unit 3 Bonding and Chemical Reactions

HS. Chemical Reactions

Students who demonstrate understanding can:
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.]

The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.B: Chemical Reactions Patterns
Constructing Explanations and  Chemical processes, their rates, and  Different patterns may be
Designing Solutions whether or not energy is stored or observed at each of the scales
Constructing explanations and released can be understood in terms at which a system is studied
designing solutions in 9–12 builds of the collisions of molecules and the and can provide evidence for
on K–8 experiences and progresses rearrangements of atoms into new causality in explanations of
to explanations and designs that molecules, with consequent changes phenomena. (HS-PS1-5)
are supported by multiple and in the sum of all bond energies in the
independent student-generated set of molecules that are matched by
sources of evidence consistent with changes in kinetic energy. (HS-PS1-5)
scientific ideas, principles, and
theories.
 Apply scientific principles and
evidence to provide an
explanation of phenomena and
solve design problems, taking
into account possible
unanticipated effects. (HS-PS1-5)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-5)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-5); MS.PS1.B (HS-PS1-5); MS.PS2.B (HS-PS1-5);
MS.PS3.A (HS-PS1-5); MS.PS3.B (HS-PS1-5)
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. (HS-
PS1-5)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes. (HS-PS1-5)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS1-5)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin
in graphs and data displays. (HS-PS1-5)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-PS1-5)

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Chemistry Unit 3 Bonding and Chemical Reactions

HS. Chemical Reactions

Students who demonstrate understanding can:
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 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 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.]

The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.B: Chemical Reactions Stability and Change
Constructing Explanations and  In many situations, a dynamic and  Much of science deals with
Designing Solutions condition-dependent balance constructing explanations of how
Constructing explanations and between a reaction and the reverse things change and how they
designing solutions in 9–12 builds on reaction determines the numbers of remain stable. (HS-PS1-6)
K–8 experiences and progresses to all types of molecules present. (HS-
explanations and designs that are PS1-6)
supported by multiple and ETS1.C: Optimizing the Design
independent student-generated Solution
sources of evidence consistent with  Criteria may need to be broken
scientific ideas, principles, and down into simpler ones that can be
theories. approached systematically, and
 Refine a solution to a complex decisions about the priority of
real-world problem, based on certain criteria over others (trade-
scientific knowledge, student- offs) may be needed. (secondary to
generated sources of evidence, HS-PS1-6)
prioritized criteria, and tradeoff
considerations. (HS-PS1-6)
Connections to other DCIs in this grade-band: HS.PS3.B (HS-PS1-6)
Articulation to DCIs across grade-bands: MS.PS1.B (HS-PS1-6)
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. (HS-PS1-6)

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Chemistry Unit 3 Bonding and Chemical Reactions

HS. Engineering Design

Students who demonstrate understanding can:
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 above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices ETS1.C: Optimizing the Design N/A
Constructing Explanations and Solution
Designing Solutions  Criteria may need to be broken
Constructing explanations and down into simpler ones that can be
designing solutions in 9–12 builds on approached systematically, and
K–8 experiences and progresses to decisions about the priority of
explanations and designs that are certain criteria over others (trade-
supported by multiple and offs) may be needed. (HS-ETS1-2)
independent student-generated
sources of evidence consistent with
scientific ideas, principles and
theories.
 Design a solution to a complex
real-world problem, based on
scientific knowledge, student-
generated sources of evidence,
prioritized criteria, and tradeoff
considerations. (HS-ETS1-2)
Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-2); MS.ETS1.B (HS-ETS1-2); MS.ETS1.C (HS-ETS1-2)
Common Core State Standards Connections:
Mathematics –
MP.4 Model with mathematics. (HS-ETS1-2)

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Chemistry Unit 3 Bonding and Chemical Reactions

Clarifying the standards

Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert
atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do
not change relative locations. Solids may be formed from molecules, or they may be extended
structures with repeating subunits (e.g., crystals).
• The changes of state that occur with variations in temperature or pressure can be described and
predicted using models of matter. Substances react chemically in characteristic ways. In a chemical
process, the atoms that make up the original substances are regrouped into different molecules, and
these new substances have different properties from those of the reactants. The total number of each
type of atom is conserved, and thus the mass does not change. Some chemical reactions release
energy; others store energy.
• Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on
the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between
the interacting objects. Gravitational forces are always attractive. There is a gravitational force
between any two masses, but it is very small except when one or both of the objects have large mass—
e.g., Earth and the sun.
• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that
extend through space and can be mapped by their effect on a test object (a charged object or a ball,
respectively).
• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object
and grows with the square of its speed.
• A system of objects may also contain stored (potential) energy, depending on their relative positions.
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship
between the temperature and the total energy of a system depends on the types, states, and amounts of
matter present.
• When the motion energy of an object changes, there is inevitably some other change in energy at the
same time.
• The amount of energy transfer needed to change the temperature of a matter sample by a given amount
depends on the nature of the matter, the size of the sample, and the environment.
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones.

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Chemistry Unit 3 Bonding and Chemical Reactions

Life science
• Plants, algae (including phytoplankton), and many microorganisms use energy from light to make
sugars (food) from carbon dioxide from the atmosphere and water, through the process of
photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for
growth or later use.
• Within individual organisms, food moves through a series of chemical reactions in which it is broken
down and rearranged to form new molecules to support growth or to release energy.
• Food webs are models that demonstrate how matter and energy are transferred among producers,
consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into
and out of the physical environment occur at every level. Decomposers recycle nutrients from dead
plant or animal matter back to the soil in terrestrial environments or to the water in aquatic
environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between
the living and nonliving parts of the ecosystem.

Earth and space science

• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s
systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter
that cycles produce chemical and physical changes in Earth’s materials and living organisms.
• The planet’s systems interact over scales that range from microscopic to global in size, and they
operate over fractions of a second to billions of years. These interactions have shaped Earth’s history
and will determine its future.

Progression of current learning

Driving question 1
How is mass is conserved during a chemical reaction?
Concepts Practices
• The fact that atoms are conserved, together • Use mathematical representations of
with the knowledge of the chemical chemical reaction systems to support the
properties of the elements involved, can be claim that atoms, and therefore mass, are
used to describe and predict chemical conserved during a chemical reaction.
reactions.
• Use mathematical ideas to communicate
• The total amount of energy and matter in the proportional relationships between
closed systems is conserved. masses of atoms in the reactants and
products and the translation of these
• The total amount of energy and matter in a
relationships to the macroscopic scale,
chemical reaction system is conserved.
using the mole as the conversion from the
• Changes of energy and matter in a system atomic to the macroscopic scale.
can be described in terms of energy and
• Use the fact that atoms are conserved,
matter flows into, out of, and within that
together with knowledge of the chemical
system.
properties of the elements involved, to
• Changes of energy and matter in a describe and predict chemical reactions.
chemical reaction system can be described
in terms of energy and matter flows into,
out of, and within that system.
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Chemistry Unit 3 Bonding and Chemical Reactions

• Describe changes of energy and matter in a

chemical reaction system in terms of
energy and matter flows into, out of, and
within that system.

Driving question 2
What is the relationship between the release or absorption of energy from a chemical reaction
system and the changes in total bond energy?
Concepts Practices
• A stable molecule has less energy than the • Explain the idea that a stable molecule has
same set of atoms separated; at least this less energy than the same set of atoms
much energy must be provided in order to separated.
take the molecule apart.
• Describe changes of energy and matter in a
• Changes of energy and matter in a system chemical reaction system in terms of
can be described in terms of energy and energy and matter flows into, out of, and
matter flows into, out of, and within that within that system.
system.
• Describe chemical processes, their rates,
• Changes of energy and matter in a and whether or not they store or release
chemical reaction system can be described energy in terms of the collisions of
in terms of collisions of molecules and the molecules and the rearrangements of atoms
rearrangements of atoms into new into new molecules, with consequent
molecules, with subsequent changes in the changes in the sum of all bond energies in
sum of all bond energies in the set of the set of molecules that are matched by
molecules that are matched by changes in changes in kinetic energy.
kinetic energy.
• Develop a model based on evidence to
• Chemical processes, their rates, and illustrate the relationship between the
whether or not energy is stored or released release or absorption of energy from a
can be understood in terms of the collisions chemical reaction system and the changes
of molecules and the rearrangements of in total bond energy.
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.

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Chemistry Unit 3 Bonding and Chemical Reactions

Driving question 3
What are the effects of changing the temperature or concentration of the reacting particles on
the rate at which a reaction occurs?
Concepts Practices
• Chemical processes, their rates, and • Use the number and energy of collisions
whether or not energy is stored or released between molecules (particles) to explain
can be understood in terms of the collisions the effects of changing the temperature or
of molecules and the rearrangements of concentration of the reacting particles on
atoms into new molecules, with consequent the rate at which a reaction occurs.
changes in the sum of all bond energies in
• Use patterns in the effects of changing the
the set of molecules that are matched by
temperature or concentration of the
changes in kinetic energy.
reactant particles to provide evidence for
• Different patterns may be observed at each causality in the rate at which a reaction
of the scales at which a system is studied occurs.
and can provide evidence for causality in
• Apply scientific principles and multiple
explanations of phenomena.
and independent student-generated sources
• Patterns in the effects of changing the of evidence to provide an explanation of
temperature or concentration of the the effects of changing the temperature or
reacting particles can be used to provide concentration of the reacting particles on
evidence for causality in the rate at which a the rate at which a reaction occurs.
reaction occurs.

Driving question 4
What changes in conditions would produce increased amounts of products at equilibrium?
Concepts Practices
• Much of science deals with constructing • Construct explanations for how chemical
explanations of how things change and reaction systems change and how they
how they remain stable. remain stable.
• In many situations, a dynamic and • Design a solution to specify a change in
condition-dependent balance between a conditions that would produce increased
reaction and the reverse reaction amounts of products at equilibrium in a
determines the numbers of all types of chemical system based on scientific
molecules present. knowledge, student-generated sources of
evidence, prioritized criteria, and tradeoff
• Criteria may need to be broken down into
considerations.
simpler ones that can be approached
systematically, and decisions about the • Break down and prioritize criteria for
priority of certain criteria over others may increasing amounts of products in a
be needed. chemical system at equilibrium.
• Explanations can be constructed explaining • Refine the design of a solution to specify a
how chemical reaction systems can change change in conditions that would produce
and remain stable. increased amounts of products at
equilibrium in a chemical system based on

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Chemistry Unit 3 Bonding and Chemical Reactions

scientific knowledge, student-generated

sources of evidence, prioritized criteria,
and tradeoff considerations.

Integration of content, practices, and crosscutting concepts

Unit 3 ties together concepts learned in Unit 1 and Unit 2 (how to describe and predict chemical reactions, and
energy flow and conservation within a system). Students will develop an understanding that the total amount
of energy and matter in a closed system (including chemical reaction systems) is conserved and that 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. Using this knowledge, and knowledge of the chemical properties of elements, students should be
able to describe and predict simple chemical reactions in terms of mass and energy.
The mole concept and stoichiometry are used to show proportional relationships between masses of reactants
and products. Students should be able to use balanced equations to show mass relationships between reactants
and products. Students should also gain an understanding of the use of dimensional analysis to perform mass
to mole conversions that demonstrate how mass is conserved during chemical reactions. Focus should be on
students’ use of mathematics to demonstrate their thinking about proportional relationships among masses of
reactants and products and to make connections between the atomic and macroscopic world. Students should
use units appropriately and consistently, considering limitations on measurement, for the purpose of
descriptive modeling of the proportional relationships between masses of atoms in the reactants and products
and the translation of these relationships to the macroscopic scale using the mole as the conversion from the
atomic to the macroscopic scale.
This unit also expands student understanding of the conservation of energy within a system by emphasizing
the key idea that a stable molecule has less energy than the same set of atoms when separated. To support this
concept, students might look at the change in energy when bonds are made and broken in a reaction system.
Students might also analyze molecular-level drawings and tables showing energies in compounds with
multiple bonds to show that energy is conserved in a chemical reaction.
In addition to conservation of energy, students should explore energy flow into, out of, and within systems
(including chemical reaction systems). Students might be given data and asked to graph the relative energies of
reactants and products to determine whether energy is released or absorbed. They should also conduct simple
chemical reactions that allow them to apply the law of conservation of energy by collecting data from their
own investigations. Students should be able to determine whether reactions are endothermic and exothermic,
constructing explanations in terms of energy changes. These experiences will allow them to develop a model
that relates energy flow to changes in total bond energy. Examples of models might include molecular-level
drawings, energy diagrams, and graphs.
Students should expand their study of bond energies by relating this concept to kinetic energy. This can be
understood in terms of the collisions of molecules and the rearrangement of atoms into new molecules as a
function of their kinetic energy content. Students should also study the effect on reaction rates of changing the
temperature and/or concentration of a reactant (Le Chatelier’s principle). Students might explore the concept
of equilibrium through investigations, which may include manipulations of variables such as temperature and
concentration. Examples of these investigations may include the iodine clock reaction, the ferrous cyanide
complex, as well as computer simulations such as those located at www.harpercollege.edu/
tm-ps/chm/100/dgodambe/thedisk/equil/equil.htm. Using results from these investigations, students should
develop an explanation about the effects of changing the temperature or concentration of the reacting particles
on the rate at which a reaction occurs and on equilibrium. Students should be able cite evidence from text to
support their explanations after conducting research.

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Chemistry Unit 3 Bonding and Chemical Reactions

Finally, in order to meet the engineering requirement for Unit 3, students should design a solution to specify a
change in conditions that would produce increased amounts of products at equilibrium. As they consider their
design, students should keep in mind that much of science deals with constructing explanations for how things
change and how they remain stable. Through investigations and practice in changing reaction conditions (as
mentioned above), as well as through teacher demonstrations such as MOM to the Rescue/Acid–Base Reaction
(Flinn Scientific), students should come to understand that in many situations, a dynamic and condition-
dependent balance between a reaction and the reverse reaction determines the number of all types of molecules
present. Examples of designs that students could refine might include different ways to increase product
formation. Designs should include methods such as adding reactants or removing products as a means to
change equilibrium. Students will base these design solutions on scientific knowledge, student-generated
sources of evidence from prior investigations, prioritized criteria, and tradeoff considerations. They will do
this in order to produce the greatest amount of product from a reaction system.

Integration of engineering
The engineering performance expectation HS-PS1-1 calls specifically for a connection to HS-ETS1.C. To
meet this requirement, HS-ETS1-2 has been identified as appropriate for this unit, since it directs students to
design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering. Students will design a solution to specify a change in
conditions that would produce increased amounts of products at equilibrium.

Integration of DCI from prior units within this grade level

In this unit, students will use prior knowledge of how to describe and predict chemical reactions to show
proportional relationships between masses of reactants and products with stoichiometry. Students must
continue to construct chemical formulas involving main group elements to model conservation of energy in
chemical reactions. Student will then use previously learned explanations of bonding to explore bond energy,
as well as energy flow into, within, and out of chemical reaction systems. During the engineering design
process of this unit, students will continue to consider limitations of empirical data to design and refine
solutions to problems.

Integration of mathematics and/or English language arts/literacy

Mathematics
• Represent an explanation that atoms, and therefore mass, are conserved during a chemical reaction
symbolically and manipulate the representing symbols. Make sense of quantities and relationships
about the conservation of atoms and mass during chemical reactions symbolically and manipulate the
representing symbols.
• Use units as a way to understand the conservation of atoms and mass during chemical reactions;
choose and interpret units consistently in formulas representing proportional relationships between
masses of atoms in the reactants and products and the translation of these relationships to the
macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale; choose
and interpret the scale and origin in graphs and data displays representing the conservation of atoms
and mass in chemical reactions.
• Define appropriate quantities for the purpose of descriptive modeling of the proportional relationships
between masses of atoms in the reactants and products and the translation of these relationships to the
macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing proportional relationships between masses of atoms in the reactants and products and the

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Chemistry Unit 3 Bonding and Chemical Reactions

translation of these relationships to the macroscopic scale using the mole as the conversion from the
atomic to the macroscopic scale.
• Use a mathematical model to explain how the release or absorption of energy from a chemical reaction
system depends upon the changes in total bond energy, and map their relationships using tools.
Analyze those relationships mathematically to draw conclusions, reflecting on the results and
improving the model if it has not served its purpose.
• Represent an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs symbolically and manipulate the representing
symbols. Make sense of quantities and relationships about the effects of changing the temperature or
concentration of the reacting particles on the rate at which a reaction occurs symbolically and
manipulate the representing symbols.
• Use units as a way to understand an explanation about the effects of changing the temperature or
concentration of the reacting particles on the rate at which a reaction occurs. Choose and interpret
units consistently in formulas representing the effects of changing the temperature or concentration of
the reacting particles on the rate at which a reaction occurs. Choose and interpret the scale and the
origin in graphs and data displays representing the effects of changing the temperature or
concentration of the reacting particles on the rate at which a reaction occurs.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing the effects of changing the temperature or concentration of the reacting particles on the
rate at which a reaction occurs.
• Use a mathematical model to explain how to increase amounts of products at equilibrium in a
chemical system. Identify important quantities in the cycling of matter and flow of energy among
organisms in an ecosystem, and map their relationships using tools. Analyze those relationships
mathematically to draw conclusions, reflecting on the results and improving the model if it has not
served its purpose.
English language arts/literacy
• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations showing that the release or absorption of energy from a chemical reaction system
depends upon the changes in total bond energy to enhance understanding of findings, reasoning, and
evidence and to add interest.
• Cite specific textual evidence to support the concept that changing the temperature or concentration of
the reacting particles affects the rate at which a reaction occurs.
• Develop an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples.
• Construct short as well as more sustained research projects to answer how to increase amounts of
products at equilibrium in a chemical system. Synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
 

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Chemistry Unit 3 Bonding and Chemical Reactions

Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Physical science
• Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a
system’s total energy is conserved, even as, within the system, energy is continually transferred from
one object to another and between its various possible forms.
• At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and
thermal energy.
• These relationships are better understood at the microscopic scale, at which all of the different
manifestations of energy can be modeled as a combination of energy associated with the motion of
particles and energy associated with the configuration (relative position) of the particles. In some
cases, the relative position of energy can be thought of as stored in fields (which mediate interactions
between particles). This last concept includes radiation, a phenomenon in which energy stored in fields
moves across space.
• Conservation of energy means that the total change of energy in any system is always equal to the total
energy transferred into or out of the system.
• Energy cannot be created or destroyed, but it can be transported from one place to another and
transferred between systems.
• Mathematical expressions, which quantify how the stored energy in a system depends on its
configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic
energy depends on mass and speed, allow the concept of conservation of energy to be used to predict
and describe system behavior. The availability of energy limits what can occur in any system.
• Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy
distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to
thermal energy in the surrounding environment.

Life science
• The process of photosynthesis converts light energy to stored chemical energy by converting carbon
dioxide plus water into sugars plus released oxygen.
• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon
backbones are used to make amino acids and other carbon-based molecules that can be assembled into
larger molecules (such as proteins or DNA), used for example to form new cells.
• As matter and energy flow through different organizational levels of living systems, chemical
elements are recombined in different ways to form different products. As a result of these chemical
reactions, energy is transferred from one system of interacting molecules to another. Cellular
respiration is a chemical process in which the bonds of food molecules and oxygen molecules are
broken and new compounds are formed that can transport energy to muscles. Cellular respiration also
releases the energy needed to maintain body temperature despite ongoing energy transfer to the
surrounding environment.

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Chemistry Unit 3 Bonding and Chemical Reactions

• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for
life processes.
• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up
the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and
they are combined and recombined in different ways. At each link in an ecosystem, matter and energy
are conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon
is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.

Number of Instructional Days

Recommended number of instructional days: 30 (1 day = approximately 50 minutes)

Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.

Additional NGSS Resources

The following resources were during the writing of this unit:
• NGSS Appendices F, I, L, and M
• A Framework for K-12 Science Education
• Common Core State Standards for Mathematics and Common Core State Standards for Literacy in
History/Social Studies, Science, & Technical Subjects
 

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Chemistry Unit 3 Bonding and Chemical Reactions

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 Chemistry Unit 4
Energy and Its Applications (Living)

Overview

Unit abstract
In this unit of study, students can construct explanations for the role of energy in the cycling of matter in
organisms. They can apply mathematical concepts to develop evidence to support explanations of the
interactions of photosynthesis and cellular respiration and develop models to communicate these explanations.
The crosscutting concept of matter and energy provides students with insights into the structures and processes
of organisms.

Essential questions
• How is energy transferred and conserved?
• How do organisms obtain and use the energy they need to live and grow?

Written Curriculum
Next Generation Science Standards
 
HS. Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical
energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the
transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms.
Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment
Boundary: Assessment does not include specific biochemical steps.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices LS1.C: Organization for Matter Energy and Matter
Developing and Using Models and Energy Flow in Organisms  Changes of energy and matter in a
Modeling in 9–12 builds on K–8  The process of photosynthesis system can be described in terms
experiences and progresses to using, converts light energy to stored of energy and matter flows into,
synthesizing, and developing models chemical energy by converting out of, and within that system.
to predict and show relationships carbon dioxide plus water into (HS-LS1-5)
among variables between systems sugars plus released oxygen. (HS-
and their components in the natural LS1-5)
and designed worlds.
 Use a model based on evidence to
illustrate the relationships between
systems or between components
of a system. (HS-LS1-5)
Connections to other DCIs in this grade-band:  HS.PS1.B (HS-LS1-5); HS.PS3.B (HS-LS1-5)
Articulation across grade-bands: MS.PS1.B (HS-LS1-5); MS.PS3.D (HS-LS1-5); MS.LS1.C (HS-LS1-5); MS.LS2.B (HS-
LS1-5)

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Chemistry Unit 4 Energy and Its Applications (Living)

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. (HS-
LS1-5)
 
HS. Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of
food molecules and oxygen molecules are broken and the bonds in new compounds are formed
resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual
understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary:
Assessment should not include identification of the steps or specific processes involved in cellular
respiration.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices LS1.C: Organization for Matter Energy and Matter
Developing and Using Models and Energy Flow in Organisms  Energy cannot be created or
Modeling in 9–12 builds on K–8  As matter and energy flow through destroyed—it only moves between
experiences and progresses to using, different organizational levels of one place and another place,
synthesizing, and developing models living systems, chemical elements between objects and/or fields, or
to predict and show relationships are recombined in different ways to between systems.(HS-LS1-7)
among variables between systems and form different products. (HS-LS1-7)
their components in the natural and  As a result of these chemical
designed worlds. reactions, energy is transferred
 Use a model based on evidence to from one system of interacting
illustrate the relationships between molecules to another. Cellular
systems or between components of respiration is a chemical process in
a system. (HS-LS1-7) which the bonds of food molecules
and oxygen molecules are broken
and new compounds are formed
that can transport energy to
muscles. Cellular respiration also
releases the energy needed to
maintain body temperature despite
ongoing energy transfer to the
surrounding environment. (HS-LS1-
7)
Connections to other DCIs in this grade-band:  HS.PS1.B (HS-LS1-7); HS.PS2.B (HS-LS1-7); HS.PS3.B (HS-LS1-7)
Articulation across grade-bands: MS.PS1.B (HS-LS1-7); MS.PS3.D (HS-LS1-7); MS.LS1.C (HS-LS1-7); MS.LS2.B (HS-
LS1-7)
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. (HS-
LS1-7)

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Chemistry Unit 4 Energy and Its Applications (Living)

HS. Matter and Energy in Organisms and Ecosystems

Students who demonstrate understanding can:
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen
from sugar molecules may combine with other elements to form amino acids and/or other large
carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and
simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the
specific chemical reactions or identification of macromolecules.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and LS1.C: Organization for Matter Energy and Matter
Designing Solutions and Energy Flow in Organisms  Changes of energy and matter in a
Constructing explanations and  The sugar molecules thus formed system can be described in terms
designing solutions in 9–12 builds on contain carbon, hydrogen, and of energy and matter flows into,
K–8 experiences and progresses to oxygen: their hydrocarbon out of, and within that system.
explanations and designs that are backbones are used to make amino (HS-LS1-6)
supported by multiple and independent acids and other carbon-based
student-generated sources of evidence molecules that can be assembled
consistent with scientific ideas, into larger molecules (such as
principles, and theories. proteins or DNA), used for example
 Construct and revise an explanation to form new cells. (HS-LS1-6)
based on valid and reliable evidence  As matter and energy flow through
obtained from a variety of sources different organizational levels of
(including students’ own living systems, chemical elements
investigations, models, theories, are recombined in different ways to
simulations, peer review) and the form different products. (HS-LS1-6)
assumption that theories and laws
that describe the natural world
operate today as they did in the
past and will continue to do so in
the future. (HS-LS1-6)
Connections to other DCIs in this grade-band:  HS.PS1.B (HS-LS1-6)
Articulation across grade-bands: MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-6); MS.PS3.D (HS-LS1-6); MS.LS1.C (HS-
LS1-6); MS.ESS2.E (HS-LS1-6)
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. (HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-LS1-6)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-
LS1-6)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-6)
   

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Chemistry Unit 4 Energy and Its Applications (Living)

Clarifying the standards

Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do
not change relative locations.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits
(e.g., crystals).
• The changes of state that occur with variations in temperature or pressure can be described and
predicted using these models of matter.
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the
original substances are regrouped into different molecules, and these new substances have different
properties from those of the reactants. The total number of each type of atom is conserved, and thus
the mass does not change.
• Some chemical reactions release energy, others store energy.
• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending
on the object’s material and the frequency (color) of the light.
• The path that light travels can be traced as straight lines, except at surfaces between different
transparent materials (e.g., air and water, air and glass) where the light path bends.
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending
of light at a surface between media.
• However, because light can travel through space, it cannot be a matter wave, like sound or water
waves.

Life science
• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make
sugars (food) from carbon dioxide from the atmosphere and water through the process of
photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for
growth or later use.
• Within individual organisms, food moves through a series of chemical reactions in which it is broken
down and rearranged to form new molecules, to support growth, or to release energy.
• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for
life processes.
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Chemistry Unit 4 Energy and Its Applications (Living)

• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward, to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up
the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and
they are combined and recombined in different ways. At each link in an ecosystem, matter and energy
are conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon
is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
Progression of current learning
 

Driving question 1
How does photosynthesis transform light energy into stored chemical energy?
Concepts Practices
• The process of photosynthesis converts • Use a model based on evidence to illustrate
light energy to stored energy by converting how photosynthesis transforms light energy
carbon dioxide plus water into sugars plus into stored chemical energy.
released oxygen.
• Use a model to illustrate the inputs and
• Changes of energy and matter in a system outputs of matter and the transformation of
can be described in terms of energy and energy in photosynthesis.
matter flows into, out of, and within a
system.

Driving question 2
How does cellular respiration result in a net transfer of energy?

Concepts Practices
• As matter and energy flow through • Use a model based on evidence to illustrate
different organizational levels of living that cellular respiration is a chemical
systems, chemical elements are process whereby the bonds of food
recombined in different ways to form molecules and oxygen molecules are
different products. broken and the bonds in new compounds
are formed, resulting in a net transfer of
• As a result of these chemical reactions,
energy.
energy is transferred from one system of
interacting molecules to another. • Use a model based on evidence to illustrate
the inputs and outputs of the process of
• Cellular respiration is a chemical process in
cellular respiration.
which the bonds of food molecules and
oxygen molecules are broken and new
compounds are formed that can transport
energy to muscles.

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Chemistry Unit 4 Energy and Its Applications (Living)

• Cellular respiration also releases the energy

needed to maintain body temperature
despite ongoing energy transfer to the
surrounding environment.
• Energy cannot be created or destroyed—it
only moves between one place and another
place, between objects and/or fields, or
between systems.

Driving question 3
How do elements of a sugar molecule combine with other elements and what molecules are
formed?
Concepts Practices
• Sugar molecules contain carbon, hydrogen, • Construct and revise an explanation based
and oxygen: Their hydrocarbon backbones on valid and reliable evidence obtained
are used to make amino acids and other from a variety of sources (including
carbon-based molecules that can be students’ own investigations, models,
assembled into larger molecules (such as theories, simulations, peer review) for how
proteins or DNA), used for example to carbon, hydrogen, and oxygen from sugar
form new cells. molecules may combine with other
elements to form amino acids and/or other
• As matter and energy flow through
large, carbon-based molecules.
different organizational levels of living
systems, chemical elements are • Construct and revise an explanation, based
recombined in different ways to form on valid and reliable evidence from a
different products. variety of sources (including models,
theories, simulations, peer review) and on
• Changes of energy and matter in a system
the assumption that theories and laws that
can be described in terms of energy and
describe the natural world operate today as
matter flows into, out of, and within that
they did in the past and will continue to do
system.
so in the future, for how carbon, hydrogen,
and oxygen from sugar molecules may
combine with other elements to form
amino acids and/or other large, carbon-
based molecules.
• Use evidence from models and simulations
to support explanations for how carbon,
hydrogen, and oxygen from sugar
molecules may combine with other
elements to form amino acids and/or other
large, carbon-based molecules.
 

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Chemistry Unit 4 Energy and Its Applications (Living)

Integration of content, practices, and crosscutting concepts

This unit of study continues looking at energy flow and matter but with emphasis on photosynthesis, cellular
respiration, and polymerization. Students should use models such as diagrams, chemical equations, and
conceptual models to illustrate how matter and energy flow through different organizational levels of living
systems, from microscale to macroscale.
In particular, both photosynthesis and cellular respiration will be the reactions used to emphasize that the
reactants (inputs) and products (outputs) show the transfer of matter and energy from one system of interacting
molecules to another. In developing models to represent how photosynthesis transforms light energy into
stored chemical energy and the inputs and outputs of cellular respiration, students might use digital media in
presentations to enhance understanding. Specifically, the focus is on the basic inputs and outputs rather than
the specific biological steps of the Calvin cycle, Glycolysis, and Kreb cycle.
Developing an understanding of photosynthesis and respiration will allow students to model radiant energy
transferred from a macrosystem, such as the ocean, to a microsystem, such as an individual organism like
plankton. In photosynthesis, light energy is converted to stored energy when carbon dioxide and water are
converted into sugars. Oxygen is released in this process. The organism then converts the chemical energy into
a usable form (A.T.P) on the cellular level through the process of cellular respiration. This process gives
organisms the energy needed to maintain life functions. An example is how some organisms need energy to
maintain body temperature despite ongoing energy transfer to the surrounding environment.
Models should use evidence to illustrate how photosynthesis transforms light energy into stored chemical
energy; how cellular respiration is a chemical process whereby the bonds of food molecules and oxygen
molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy; and to
illustrate the inputs and outputs of matter and the transformations of energy in both processes. Models could
include chemical equations, flow diagrams, manipulatives, and conceptual models. Models should also
illustrate that energy cannot be created or destroyed, and that it moves only between one place and another,
between objects, or between systems.
At the same time, students will be taking an in-depth look at the polymerization of sugar; they should research
and investigate how simple sugars (made from carbon, hydrogen, and oxygen) are combined and recombined
in different structures with specific functions. Students will construct and revise explanations for how simple
sugars help form hydrocarbon backbones (amino acids) or carbon-based backbones (protein, DNA, new
organism). Explanations should be supported and revised using evidence from multiple sources of text,
models, theories, simulations, students’ own investigations, and peer review. Students’ explanations should
describe the formation of amino acids and other carbon-based molecules that can be assembled into larger
molecules (such as proteins or DNA) that can be used, for example, to form new cells. It is important to
remember that students are only required to conceptually understand the process, not the specific chemical
reactions or the identification of macromolecules such as amino acids and DNA.

Integration of DCI from prior units within this grade level

This unit of study continues looking at the content of energy flow and matter discussed in units 1, 2, and 3;
however it approaches the content from a life science standpoint. Students will use their understanding of
energy flow and conservation of energy to support their learning as they model photosynthesis and cellular
respiration. Previous work with chemical reactions will help students develop explanations for the formation
of amino acids and other large, carbon-based molecules. Also, students continue developing and using models,
constructing explanations and designing solutions, and obtaining, evaluating, and communicating
information.

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Chemistry Unit 4 Energy and Its Applications (Living)

Integration of English language arts/literacy

• Make strategic use of digital media in presentations to enhance understanding of how photosynthesis
transforms light energy into stored chemical energy.
• Use digital media in presentations to enhance understanding of the inputs and outputs of the process of
cellular respiration.
• Cite specific textual evidence to support how carbon, hydrogen, and oxygen from sugar molecules
may combine with other elements to form amino acids and/or other large, carbon-based molecules.
• Use evidence from multiple sources to clearly communicate an explanation for how carbon, hydrogen,
and oxygen from sugar molecules may combine with other elements to form amino acids and/or other
large, carbon-based molecules.
• Revise an explanation for how carbon, hydrogen, and oxygen from sugar molecules may combine with
other elements to form amino acids and/or other large, carbon-based molecules by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant.
• Draw evidence from informational texts to describe how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large, carbon-based
molecules.

Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do
not change relative locations.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits
(e.g., crystals).
• The changes of state that occur with variations in temperature or pressure can be described and
predicted using these models of matter.
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the
original substances are regrouped into different molecules, and these new substances have different
properties from those of the reactants. The total number of each type of atom is conserved, and thus
the mass does not change.
• Some chemical reactions release energy, others store energy.
• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to
thermal energy in the surrounding environment.
 

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Chemistry Unit 4 Energy and Its Applications (Living)

Life science
• The process of photosynthesis converts light energy to stored chemical energy by converting carbon
dioxide plus water into sugars plus released oxygen.
• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon
backbones are used to make amino acids and other carbon-based molecules that can be assembled into
larger molecules (such as proteins or DNA), used for example to form new cells.
• As matter and energy flow through different organizational levels of living systems, chemical
elements are recombined in different ways to form different products.
• As a result of these chemical reactions, energy is transferred from one system of interacting molecules
to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen
molecules are broken and new compounds are formed that can transport energy to muscles. Cellular
respiration also releases the energy needed to maintain body temperature despite ongoing energy
transfer to the surrounding environment.
• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for
life processes.
• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward, to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up
the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and
they are combined and recombined in different ways. At each link in an ecosystem, matter and energy
are conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon
is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
 

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Chemistry Unit 4 Energy and Its Applications (Living)

Number of Instructional Days

Recommended number of instructional days: 12 (1 day = approximately 50 minutes)

Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.

Additional NGSS Resources

• NGSS Appendices F, I, L, and M
• A Framework for K-12 Science Education
• Common Core State Standards for Mathematics and Common Core State Standards for Literacy in
History/Social Studies, Science, & Technical Subjects

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 Chemistry Unit 5
Nuclear Energy

Overview

Unit abstract
In this unit of study, energy and matter are studied further by investigating the processes of nuclear fusion and
fission that govern the formation, evolution, and workings of the solar system in the universe. Some concepts
studied are fundamental to science and demonstrate scale, proportion, and quantity, such as understanding how
the matter of the world formed during the Big Bang and within the cores of stars over the cycle of their lives.
In addition, an important aspect of Earth and space sciences involves understanding the concept of stability
and change while making inferences about events in Earth’s history based on a data record that is increasingly
incomplete the farther one goes back in time. A mathematical analysis of radiometric dating is used to
comprehend how absolute ages are obtained for the geologic record.
High school students are expected to demonstrate proficiency in developing and using models; constructing
explanations and designing solutions; using mathematical and computational thinking; and obtaining,
evaluating, and communicating information; and they are expected to use these practices to demonstrate
understanding of the core ideas. The crosscutting concepts of energy and matter; scale, proportion, and
quantity; and stability and change are called out as organizing concepts for this unit.

Essential questions
• How do substances combine or change (react) to make new substances?
• What is the universe and what goes on in stars?
• What is the universe, and what is Earth’s place in it?
 

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Chemistry Unit 5 Nuclear Energy

Written Curriculum
Next Generation Science Standards
 
HS. Structure and Properties of Matter
Students who demonstrate understanding can:
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and
the energy released during the processes of fission, fusion, and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on
the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment
Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited
to alpha, beta, and gamma radioactive decays.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices PS1.C: Nuclear Processes Energy and Matter
Developing and Using Models  Nuclear processes, including fusion,  In nuclear processes, atoms are not
Modeling in 9–12 builds on K–8 and fission, and radioactive decays of conserved, but the total number of
progresses to using, synthesizing, unstable nuclei, involve release or protons plus neutrons is conserved.
and developing models to predict and absorption of energy. The total (HS-PS1-8)
show relationships among variables number of neutrons plus protons
between systems and their does not change in any nuclear
components in the natural and process. (HS-PS1-8)
designed worlds.
 Develop a model based on
evidence to illustrate the
relationships between systems or
between components of a system.
(HS-PS1-8)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-8); HS.PS3.B (HS-PS1-8); HS.PS3.C (HS-PS1-8);
HS.PS3.D (HS-PS1-8); HS.ESS1.A (HS-PS1-8); HS.ESS1.C (HS-PS1-8)
Articulation to DCIs across grade-bands: MS.PS1.A (HS-PS1-8); MS.PS1.B (HS-PS1-8); MS.PS1.C (HS-PS1-8);
MS.ESS2.A (HS-PS1-8)
Common Core State Standards Connections:
Mathematics –
MP.4 Model with mathematics. (HS-PS1-8)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
and data displays. (HS-PS1-8)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-8)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-PS1-8)
   

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Chemistry Unit 5 Nuclear Energy

HS. Space Systems

Students who demonstrate understanding can:
HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce
elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the
different elements created, varies as a function of the mass of a star and the stage of its lifetime.]
[Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing
masses are not assessed.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and ESS1.A: The Universe and Its Energy and Matter
Communicating Information Stars • In nuclear processes, atoms are
Obtaining, evaluating, and • The study of stars’ light spectra and not conserved, but the total
communicating information in 9–12 brightness is used to identify number of protons plus neutrons
builds on K–8 experiences and compositional elements of stars, is conserved. (HS-ESS1-3)
progresses to evaluating the validity their movements, and their
and reliability of the claims, methods, distances from Earth. (HS-ESS1-3)
and designs. • Other than the hydrogen and
 Communicate scientific ideas (e.g., helium formed at the time of the
about phenomena and/or the Big Bang, nuclear fusion within
process of development and the stars produces all atomic nuclei
design and performance of a lighter than and including iron, and
proposed process or system) in the process releases
multiple formats (including orally, electromagnetic energy. Heavier
graphically, textually, and elements are produced when
mathematically). (HS-ESS1-3) certain massive stars achieve a
supernova stage and explode. (HS-
ESS1-3)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS1-3); HS.PS1.C (HS-ESS1-3)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS1-3); MS.ESS1.A (HS-ESS1-3)
Common Core State Standards Connections:
ELA/Literacy –
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-ESS1-3)
SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation. (HS-ESS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-3)
   

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry Unit 5 Nuclear Energy

HS. Space Systems

Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of
nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form
of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow
energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include
observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation
varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations
over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-
atomic processes involved with the sun’s nuclear fusion.]
The performance expectations above were developed using the following elements from the NRC document A
Framework for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting

Developing and Using Models ESS1.A: The Universe and Its Stars Concepts
Modeling in 9–12 builds on K–8 experiences • The star called the sun is changing and Scale, Proportion,
and progresses to using, synthesizing, and will burn out over a lifespan of and Quantity
developing models to predict and show approximately 10 billion years. (HS- • The significance of
relationships among variables between systems ESS1-1) a phenomenon is
and their components in the natural and PS3.D: Energy in Chemical Processes dependent on the
designed world(s). and Everyday Life scale, proportion,
 Develop a model based on evidence to • Nuclear Fusion processes in the center and quantity at
illustrate the relationships between systems of the sun release the energy that which it occurs.
or between components of a system. (HS- ultimately reaches Earth as radiation. (HS-ESS1-1)
ESS1-1) (secondary to HS-ESS1-1)
Connections to other DCIs in this grade-band: HS.PS1.C (HS-ESS1-1); HS.PS3.A (HS-ESS1-1)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS1-1); MS.PS4.B (HS-ESS1-1); MS.ESS1.A (HS-ESS1-1);
MS.ESS2.A (HS-ESS1-1); MS.ESS2.D (HS-ESS1-1)
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. (HS-
ESS1-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-1)
MP.4 Model with mathematics. (HS-ESS1-1)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin in
graphs and data displays. (HS-ESS1-1)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-1)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-ESS1-1)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-1)
HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (HS-ESS1-1)
HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. (HS-ESS1-1)

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
4
Chemistry Unit 5 Nuclear Energy

HS. Space Systems

Students who demonstrate understanding can:
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light
spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification
Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication
that the universe is currently expanding, the cosmic microwave background as the remnant radiation from
the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and
interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by
the Big Bang theory (3/4 hydrogen and 1/4 helium).]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and ESS1.A: The Universe and Its Energy and Matter
Designing Solutions Stars • Energy cannot be created or
Constructing explanations and designing • The study of stars’ light spectra destroyed–only moved between
solutions in 9–12 builds on K–8 and brightness is used to identify one place and another place,
experiences and progresses to compositional elements of stars, between objects and/or fields, or
explanations and designs that are their movements, and their between systems. (HS-ESS1-2)
supported by multiple and independent distances from Earth. (HS-ESS1-2) ----------------------------------------
student-generated sources of evidence • The Big Bang theory is supported Connection to Engineering,
consistent with scientific ideas, by observations of distant galaxies Technology,
principles, and theories. receding from our own, of the and Applications of Science
 Construct an explanation based on measured composition of stars
valid and reliable evidence obtained and non-stellar gases, and of the Interdependence of Science,
from a variety of sources (including maps of spectra of the primordial Engineering, and Technology
students’ own investigations, models, radiation (cosmic microwave • Science and engineering
theories, simulations, peer review) background) that still fills the complement each other in the
and the assumption that theories and universe. (HS-ESS1-2) cycle known as research and
laws that describe the natural world • Other than the hydrogen and development (R&D). Many R&D
operate today as they did in the past helium formed at the time of the projects may involve scientists,
and will continue to do so in the Big Bang, nuclear fusion within engineers, and others with wide
future. (HS-ESS1-2) stars produces all atomic nuclei ranges of expertise. (HS-ESS1-2)
lighter than and including iron,
----------------------------------------- and the process releases --------------------------------------
Connections to Nature of Science electromagnetic energy. Heavier Connection to Nature of Science
elements are produced when
Science Models, Laws, Mechanisms, Scientific Knowledge Assumes an
certain massive stars achieve a
and Theories Explain Natural supernova stage and Order and Consistency in Natural
Phenomena explode. (HS-ESS1-2) Systems
 A scientific theory is a substantiated  Scientific knowledge is based on
PS4.B Electromagnetic Radiation
explanation of some aspect of the the assumption that natural laws
 Atoms of each element emit and
natural world, based on a body of operate today as they did in the
absorb characteristic frequencies
facts that have been repeatedly past and they will continue to do
of light. These characteristics
confirmed through observation and so in the future. (HS-ESS1-2)
allow identification of the presence
experiment and the science  Science assumes the universe is a
of an element, even in microscopic
community validates each theory vast single system in which basic
quantities. (secondary to HS-
before it is accepted. If new evidence ESS1-2) laws are consistent. (HS-ESS1-2)
is discovered that the theory does not
accommodate, the theory is generally
modified in light of this new evidence.
(HS-ESS1-2)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS1-2); HS.PS1.C (HS-ESS1-2); HS.PS3.A (HS-ESS1-2);
HS.PS3.B (HS-ESS1-2); HS.PS4.A (HS-ESS1-2)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS1-2); MS.PS4.B (HS-ESS1-2); MS.ESS1.A (HS-ESS1-2)
   

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry Unit 5 Nuclear Energy

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. (HS-ESS1-2)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-ESS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-2)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
and data displays. (HS-ESS1-2)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-2)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
ESS1-2)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-2)
HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (HS-ESS1-2)
HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. (HS-ESS1-2)
 
HS. History of Earth
Students who demonstrate understanding can:
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other
planetary surfaces to construct an account of Earth’s formation and early history. [Clarification
Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history
of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence
include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks,
and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering
record of planetary surfaces.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting

Constructing Explanations and Designing Solutions ESS1.C: The History of Planet Concepts
Constructing explanations and designing solutions in 9–12 Earth Stability and
builds on K–8 experiences and progresses to explanations and  Although active geologic Change
designs that are supported by multiple and independent processes, such as plate • Much of
student-generated sources of evidence consistent with scientific tectonics and erosion, have science deals
ideas, principles, and theories. destroyed or altered most of with
 Apply scientific reasoning to link evidence to the claims to the very early rock record on constructing
assess the extent to which the reasoning and data support Earth, other objects in the explanations
the explanation or conclusion. (HS-ESS1-6) solar system, such as lunar of how things
rocks, asteroids, and change and
------------------------------------------ meteorites, have changed little how they
Connections to Nature of Science over billions of years. Studying remain stable.
these objects can provide (HS-ESS1-6)
Science Models, Laws, Mechanisms, and Theories information about Earth’s
Explain Natural Phenomena formation and early history.
 A scientific theory is a substantiated explanation of some (HS-ESS1-6)
aspect of the natural world, based on a body of facts that PS1.C: Nuclear Processes
have been repeatedly confirmed through observation and  Spontaneous radioactive
experiment and the science community validates each decays follow a characteristic
theory before it is accepted. If new evidence is discovered exponential decay law. Nuclear
that the theory does not accommodate, the theory is lifetimes allow radiometric
generally modified in light of this new evidence. (HS-ESS1- dating to be used to determine
6) the ages of rocks and other
 Models, mechanisms, and explanations collectively serve as materials. (secondary to HS-
tools in the development of a scientific theory. (HS-ESS1-6) ESS1-6)

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
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Chemistry Unit 5 Nuclear Energy

Connections to other DCIs in this grade-band: HS.PS2.A (HS-ESS1-6); HS.PS2.B (HS-ESS1-6)

Articulation of DCIs across grade-bands: MS.PS2.B (HS-ESS1-6); MS.ESS1.B (HS-ESS1-6); MS.ESS1.C (HS-ESS1-6);
MS.ESS2.A (HS-ESS1-6); MS.ESS2.B (HS-ESS1-6)
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. (HS-ESS1-6)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS1-6)
WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-ESS1-6)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-6),
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays. (HS-ESS1-6)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling (HS-ESS1-6)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (HS-ESS1-
6)
HSF-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. (HS-ESS1-6)
HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.
(HS-ESS1-6)

Clarifying the standards

Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given
conditions) that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not
change relative locations.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g.,
crystals).
• The changes of state that occur with variations in temperature or pressure can be described and predicted
using these models of matter.
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the
original substances are regrouped into different molecules, and these new substances have different
properties from those of the reactants.
• The total number of each type of atom is conserved, and thus the mass does not change.
• Some chemical reactions release energy, others store energy.
• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on
the object’s material and the frequency (color) of the light.
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Chemistry Unit 5 Nuclear Energy

• The path that light travels can be traced as straight lines, except at surfaces between different transparent
materials (e.g., air and water, air and glass) where the light path bends.
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of
light at a surface between media.
• However, because light can travel through space, it cannot be a matter wave, like sound or water waves.

Earth and space science

• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described,
predicted, and explained with models.
• Earth and its solar system are part of the Milky Way Galaxy, which is one of many galaxies in the
universe.
• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s
systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter
that cycles produce chemical and physical changes in Earth’s materials and living organisms.
• The planet’s systems interact over scales that range from microscopic to global in size, and they operate
over fractions of a second to billions of years. These interactions have shaped Earth’s history and will
determine its future.
• Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice,
landforms, and living things. These interactions vary with latitude, altitude, and local and regional
geography, all of which can affect oceanic and atmospheric flow patterns.
• Because these patterns are so complex, weather can only be predicted probabilistically.
• The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it
over time, and globally redistributing it through ocean currents.
Progression of current learning
Driving question 1
What are the changes in the composition of the nucleus of the atom during the processes of
fission, fusion, and radioactive decay?
Concepts Practices
• Nuclear processes, including fusion, fission, • Develop models based on evidence to
and radioactive decay of unstable nuclei, illustrate the changes in the composition of
involve release or absorption of energy. the nucleus of the atom and the energy
released during the processes of fission,
• The total number of neutrons plus protons
fusion, and radioactive decay.
does not change in any nuclear process.
• Use simple qualitative models based on
• In nuclear processes, atoms are not
evidence to illustrate the scale of energy
conserved, but the total number of protons
released in nuclear processes relative to other
plus neutrons is conserved.
kinds of transformations.
• Develop models based on evidence to
illustrate the changes in the composition of
the nucleus of the atom and the energy
released during the processes of alpha, beta,
and gamma radioactive decays.
Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
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Chemistry Unit 5 Nuclear Energy

Driving question 2
How do stars produce elements?
Concepts Practices
• The study of stars’ light spectra and • Communicate scientific ideas in multiple
brightness is used to identify compositional formats (including orally, graphically,
elements of stars, their movements, and their textually, and mathematically) about the way
distances from Earth. Other than the stars, over their life cycles, produce elements.
hydrogen and helium formed at the time of
• Communicate scientific ideas about the way
the Big Bang, nuclear fusion within stars
nucleosynthesis, and therefore the different
produces all atomic nuclei lighter than and
elements it creates, vary as a function of the
including iron, and the process releases
mass of a star and the stage of its lifetime.
electromagnetic energy. Heavier elements are
produced when certain massive stars achieve • Communicate scientific ideas about how in
a supernova stage and explode. nuclear processes, atoms are not conserved,
but the total number of protons plus neutrons
• In nuclear processes, atoms are not
is conserved.
conserved, but the total number of protons
plus neutrons is conserved.
 

Driving question 3
What is the life span of the sun and what results from nuclear fusion in the sun’s core?
Concepts Practices
• The star called the sun is changing and will • Develop a model based on evidence to
burn out over a lifespan of approximately 10 illustrate the life span of the sun and the role
billion years. of nuclear fusion in the sun's core in releasing
energy that eventually reaches Earth in the
• Nuclear fusion processes in the center of the
form of radiation.
sun release the energy that ultimately reaches
Earth as radiation. • Develop a model based on evidence to
illustrate the relationships between nuclear
• The significance of the energy transfer
fusion in the sun's core and radiation that
mechanisms that allow energy from nuclear
reaches Earth.
fusion in the sun's core to reach Earth is
dependent on the scale, proportion, and
quantity at which it occurs.
 
 

Driving question 4
What evidence can be used to support the Big Bang theory?
Concepts Practices
• The study of stars’ light spectra and • Construct an explanation of the Big Bang
brightness is used to identify compositional theory based on astronomical evidence of
elements of stars, their movements, and their light spectra, motion of distant galaxies, and
distances from Earth. composition of matter in the universe.

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
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Chemistry Unit 5 Nuclear Energy

• The Big Bang theory is supported by • Construct an explanation of the Big Bang
observations of distant galaxies receding from theory based on the astronomical evidence of
our own, of the measured composition of the red shift of light from galaxies as an
stars and nonstellar gases, and of the maps of indication that the universe is currently
spectra of the primordial radiation (cosmic expanding, the cosmic microwave
microwave background) that still fills the background as the remnant radiation from the
universe. Big Bang, and the observed composition of
ordinary matter of the universe, primarily
• Other than the hydrogen and helium formed
found in stars and interstellar gases (from the
at the time of the Big Bang, nuclear fusion
spectra of electromagnetic radiation from
within stars produces all atomic nuclei lighter
stars).
than and including iron, and the process
releases electromagnetic energy. Heavier • Construct an explanation based on valid and
elements are produced when certain massive reliable evidence that energy in the universe
stars achieve a supernova stage and explode. cannot be created or destroyed, only moved
between one place and another place,
• Atoms of each element emit and absorb
between objects and/or fields, or between
characteristic frequencies of light. These
systems.
characteristics allow identification of the
presence of an element, even in microscopic
quantities.
• Energy cannot be created or destroyed, only
moved between one place and another place,
between objects and/or fields, or between
systems.
• Science and engineering complement each
other in the cycle known as research and
development (R&D). Many R&D projects
may involve scientists, engineers, and others
with wide ranges of expertise.
• Scientific knowledge is based on the
assumption that natural laws operate today as
they did in the past and will continue to do so
in the future.
• Science assumes the universe is a vast single
system in which basic laws are consistent.
• A scientific theory is a substantiated
explanation of some aspect of the natural
world, based on a body of facts that have
been repeatedly confirmed through
observation and experiment, and the science
community validates each theory before it is
accepted. If new evidence is discovered that
the theory does not accommodate, the theory
is generally modified in light of this new
evidence.
 
   

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
10
Chemistry Unit 5 Nuclear Energy

Driving question 5
What is the relationship of ancient Earth materials, meteorites, and other planetary surfaces to
the early history of Earth?
Concepts Practices
• Although active geologic processes, such as • Apply scientific reasoning and evidence from
plate tectonics and erosion, have destroyed or ancient Earth materials, meteorites, and other
altered most of the very early rock record on planetary surfaces to construct an account of
Earth, other objects in the solar system, such Earth’s formation and early history.
as lunar rocks, asteroids, meteorites, have
• Use available evidence within the solar
changed little over billions of years. Studying
system to reconstruct the early history of
these objects can provide information about
Earth, which formed along with the rest of the
Earth’s formation and early history.
solar system 4.6 billion years ago.
• Spontaneous radioactive decays follow a
• Apply scientific reasoning to link evidence
characteristic exponential decay law. Nuclear
from ancient Earth materials, meteorites, and
lifetimes allow radiometric dating to be used
other planetary surfaces to claims about
to determine the ages of rocks and other
Earth’s formation and early history, and
materials.
assess the extent to which the reasoning and
• Much of science deals with constructing data support the explanation or conclusion.
explanations of how things change and how
• Use available evidence within the solar
they remain stable.
system to construct explanations for how
Earth has changed and how it remains stable.

Integration of content, practices, and crosscutting concepts

This unit of study continues looking at energy flow and matter but with a new emphasis on Earth and space
science in relation to the history of Earth starting with the Big Bang theory. Students will also explore the
production of elements in stars and radioactive decay. Students should develop and use models to illustrate the
processes of fission, fusion, and radioactive decay and the scale of energy released in nuclear processes
relative to other kinds of transformations, such as chemical reactions. Models should be qualitative, based on
evidence, and might include depictions of radioactive decay series such as Uranium-238, chain reactions such
as the fission of Uranium-235 in reactors, and fusion within the core of stars. Students could also explore the
PhET nuclear fission inquiry lab and create foldables and graphs to illustrate the changes in the composition of
the nucleus of the atom and the energy released during the processes of alpha, beta, and gamma radioactive
decays. When modeling nuclear processes, students should depict that atoms are not conserved, but the total
number of protons plus neutrons is conserved. Models should include changes in the composition of the
nucleus of atoms and the scale of energy released in nuclear processes.
The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their
movements, and their distances from Earth. Other than hydrogen and helium formed at the time of the Big
Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process
releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a
supernova stage and explode. Because atoms of each element emit and absorb characteristic frequencies of
light, the presence of an element can be detected in stars and interstellar gases. Students should develop an
understanding of how analysis of light spectra gives us information about the composition of stars and
interstellar gases. Communication of scientific ideas about how stars produce elements should be done in
multiple formats, including orally, graphically, textually, and mathematically. The conservation of the total

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
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Chemistry Unit 5 Nuclear Energy

number of protons plus neutrons is important in their explanations, and students should cite supporting
evidence from text.
Students should also use the sun as a model for the lifecycle of a star. This model should also illustrate the
relationship between nuclear fusion in the sun’s core and energy that reaches the Earth in the form of radiation.
Students could construct a mathematical model of nuclear fusion in the sun’s core, identifying important
quantities and factors that affect the life span of the sun. They should also be able to use units and consider
limitations on measurement when describing energy from nuclear fusion in the sun’s core that reaches the
Earth. For example, students should be able to quantify the amounts of energy in joules when comparing
energy sources. In this way, students will develop an understanding of how our sun changes and how it will
burn out over a lifespan of approximately 10 billion years.
This unit continues with a study of how astronomical evidence (“red shift/blue shift,” wavelength relationships
to energy, and universe expansion) can be used to support the Big Bang theory. Students should construct an
explanation of the Big Bang theory based on evidence of light spectra, motion of distant galaxies, and
composition of matter in the universe. Students should explore and cite evidence from text of distant galaxies
receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra
of primordial radiation that still fills the universe. The concept of conservation of energy should be evident in
student explanations. Students should also be aware that a scientific theory is a substantiated explanation of
some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through
observation and experiment, and the science community validates each theory before it is accepted. Students
should also know that if new evidence is discovered that the theory does not accommodate, the theory is
generally modified in light of the new evidence.
Students should be able to cite specific evidence from text to support their explanations of the life cycle of
stars, the role of nuclear fusion in the sun’s core, and the Big Bang theory. In their explanations, they should
discuss the idea that science assumes the universe is a vast single system in which laws are consistent.
This unit concludes with the application of scientific reasoning and the use of evidence from ancient Earth
materials, meteorites, and other planetary surfaces to construct an account of the Earth’s formation and early
history. For example, students will use examples of spontaneous radioactive decay as a tool to determine the
ages of rocks or other materials (K-39 to Ar-40). Students should make claims about Earth’s formation and
early history supported by data while considering appropriate units, quantities and limitations on measurement.
Students might construct graphs showing data on the absolute ages and composition of Earth’s rocks, lunar
rocks, and meteorites. Using available evidence within the solar system, students should construct explanations
for how the earth has changed and how it has remained stable in its 4.6 billion year history.

Integration of DCI from prior units within this grade level

This unit of study continues looking at energy flow and matter discussed in Units 1 through 3; however it
approaches the content from an Earth and space science standpoint. Students will expand their knowledge of
energy to include nuclear processes as they develop an understanding of nuclear transformations, the life cycle
of stars, and the how fusion in the sun releases energy that reaches the Earth. Also, students continue
developing and using models, constructing explanations and designing solutions, and obtaining, evaluating,
and communicating information.

Integration of mathematics and/or English language arts/literacy

Mathematics
• Represent the life span of the sun and the role of nuclear fusion in the sun's core in releasing energy
that eventually reaches Earth in the form of radiation symbolically, and manipulate the representing
symbols. Make sense of quantities and relationships about the life span of the sun and the role of

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
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12
Chemistry Unit 5 Nuclear Energy

nuclear fusion in the sun's core in releasing energy that eventually reaches Earth in the form of
radiation symbolically, and manipulate the representing symbols.
• Use a mathematical model to explain the life span of the sun and the role of nuclear fusion in the sun's
core to release energy that eventually reaches Earth in the form of radiation. Identify important
quantities in factors that affect the life span of the sun and the role of nuclear fusion in the sun's core in
releasing energy that eventually reaches Earth in the form of radiation and map their relationships
using tools. Analyze those relationships mathematically to draw conclusions, reflecting on the results
and improving the model if it has not served its purpose.
• Use units as a way to understand energy transfer mechanisms that allow energy from nuclear fusion in
the sun’s core to reach Earth. Choose and interpret units consistently in formulas representing energy
transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth; choose
and interpret the scale and the origin in graphs and data displays representing the life span of the sun
and energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth.
• Define appropriate quantities for the purpose of descriptive modeling of the life span of the sun and
the role of nuclear fusion in the sun's core in releasing energy that eventually reaches Earth in the form
of radiation.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing the life span of the sun and the role of nuclear fusion in the sun's core in releasing energy
that eventually reaches Earth in the form of radiation.
• Create equations in two or more variables to represent relationships between the role of nuclear fusion
in the sun's core and the release of energy that eventually reaches Earth in the form of radiation.
• Manipulate nuclear equations to highlight a quantity of interest when representing the role of nuclear
fusion in the sun's core and the release of energy that eventually reaches Earth in the form of radiation,
using the same reasoning as in solving equations.
• Represent symbolically an explanation for the Big Bang theory in terms of astronomical evidence of
light spectra, motion of distant galaxies, and composition of matter in the universe, and manipulate the
representing symbols. Make sense of quantities and relationships between light spectra, motion of
distant galaxies, and composition of matter in the universe symbolically, and manipulate the
representing symbols.
• Define appropriate quantities representing light spectra, motion of distant galaxies, and composition of
matter in the universe for the purpose of descriptive modeling of the Big Bang theory.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing light spectra, motion of distant galaxies, and composition of matter in the universe.
• Interpret expressions that represent light spectra, motion of distant galaxies, and composition of matter
in the universe in terms of the Big Bang theory.
• Create equations in two or more variables to represent relationships between light spectra, motion of
distant galaxies, and composition of matter in the universe; graph equations on coordinate axes with
labels and scales.
• Rearrange formulas representing light spectra, motion of distant galaxies, and composition of matter in
the universe to highlight a quantity of interest, using the same reasoning as in solving equations.
• Represent symbolically an explanation for the way stars, over their life cycles, produce elements, and
manipulate the representing symbols. Using symbols, make sense of quantities and relationships about

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Chemistry Unit 5 Nuclear Energy

nucleosynthesis and the different elements it creates and the mass of a star and the stage of its lifetime,
and manipulate the representing symbols.
• Use a mathematical model to illustrate the changes in the composition of the nucleus of the atom and
the energy released during the processes of fission, fusion, and radioactive decay. Identify important
quantities in the changes in the composition of the nucleus of the atom and the energy released during
the processes of fission, fusion, and radioactive decay and map their relationships using tools. Analyze
those relationships mathematically to draw conclusions, reflecting on the results and improving the
model if it has not served its purpose.
• Use units as a way to understand the changes in the composition of the nucleus of the atom and the
energy released during the processes of fission, fusion, and radioactive decay; choose and interpret
units consistently in formulas representing the changes in the composition of the nucleus of the atom
and the energy released during the processes of fission, fusion, and radioactive decay; choose and
interpret the scale and origin in graphs and data displays representing the changes in the composition
of the nucleus of the atom and the energy released during the processes of fission, fusion, and
radioactive decay.
• Define appropriate quantities for the purpose of descriptive modeling of the changes in the
composition of the nucleus of the atom and the energy released during the processes of fission, fusion,
and radioactive decay.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing the changes in the composition of the nucleus of the atom and the energy released during
the processes of fission, fusion, and radioactive decay.
• Represent symbolically an explanation for the absolute ages of ancient materials, and manipulate the
representing symbols. Using symbols, make sense of quantities and relationships about the ages of
ancient materials, and manipulate the representing symbols.
• Use units as a way to understand problems and to guide the solution of multistep problems about the
ages of ancient materials; choose and interpret units consistently in formulas representing the ages of
ancient materials; choose and interpret the scale and the origin in graphs and data displays representing
the ages of ancient materials.
• Define appropriate quantities for the purpose of descriptive modeling of Earth's formation and early
history.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities
representing the ages of ancient materials.
• Relate the domain of a function representing the ages of ancient materials to its graph and, where
applicable, to the quantitative relationship between the ages of ancient materials and Earth's formation
and early history.
• Represent data on two quantitative variables representing the ages of ancient materials on a scatter plot
and describe how those variables are related in terms of Earth's formation and early history.

English language arts/literacy

• Cite specific textual evidence to support analysis of science and technical texts describing evidence of
the life span of the sun and the role of nuclear fusion in the sun's core in releasing energy that
eventually reaches Earth in the form of radiation, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account.

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Chemistry Unit 5 Nuclear Energy

• Cite specific textual evidence to support an explanation of the Big Bang theory based on astronomical
evidence of light spectra, motion of distant galaxies, and composition of matter in the universe,
attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
• Write informative/explanatory texts explaining the Big Bang theory in terms of astronomical evidence
of light spectra, motion of distant galaxies, and composition of matter in the universe.
• Write informative/explanatory texts, including narration of the way stars, over their life cycles,
produce elements.
• Present claims and findings about the way stars, over their life cycled, produce elements, emphasizing
salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-
chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Physical science
• Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons,
surrounded by electrons.
• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places
elements with similar chemical properties in columns. The repeating patterns of this table reflect patterns
of outer electron states.
• The structure and interactions of matter at the bulk scale are determined by electrical forces within and
between atoms.
• 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.
• Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or
absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
• Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a system’s
total energy is conserved, even as, within the system, energy is continually transferred from one object to
another and between its various possible forms.
• Conservation of energy means that the total change of energy in any system is always equal to the total
energy transferred into or out of the system.
• Energy cannot be created or destroyed, but it can be transported from one place to another and transferred
between systems.
• Mathematical expressions, which quantify how the stored energy in a system depends on its configuration
(e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used to predict and describe system
behavior.
• The availability of energy limits what can occur in any system.
• Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy
distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).

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Chemistry Unit 5 Nuclear Energy

• When two objects interacting through a field change relative position, the energy stored in the field is
changed.
• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal
energy in the surrounding environment.
• Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric
and magnetic fields or as particles called photons. The wave model is useful for explaining many features
of electromagnetic radiation, and the particle model explains other features.
• When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted
into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays)
can ionize atoms and cause damage to living cells.
• Photoelectric materials emit electrons when they absorb light of a high-enough frequency.

Earth and space science

• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.
• The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their
movements, and their distances from Earth.
• The Big Bang theory is supported by observations of distant galaxies receding from our own, of the
measured composition of stars and nonstellar gases, and of the maps of spectra of the primordial radiation
(cosmic microwave background) that still fills the universe.
• Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars
produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic
energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
• Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the
ocean floor, which are less than 200 million years old.
• Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of
the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and
meteorites, have changed little over billions of years. Studying these objects can provide information about
Earth’s formation and early history.

Number of Instructional Days

Recommended number of instructional days: 16 (1 day = approximately 50 minutes)

Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.
 

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Chemistry Unit 5 Nuclear Energy

Additional NGSS Resources

 
• NGSS Appendices F, L, and M
• A Framework for K-12 Science Education
• Common Core State Standards for Mathematics and Common Core State Standards for Literacy in
History/Social Studies, Science, & Technical Subjects
 

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Chemistry Unit 5 Nuclear Energy

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 Chemistry Unit 6
Human Impact

Overview

Unit abstract
In this unit of study, students use cause and effect to develop models and explanations for the ways that
feedbacks among different Earth systems control the appearance of Earth’s surface. Central to this is the
tension between internal systems, which are largely responsible for creating land at Earth’s surface (e.g.,
volcanism and mountain building), and the sun-driven surface systems that tear down the land through
weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create
changes to other systems. Students understand the system interactions that control weather and climate, with a
major emphasis on the mechanisms and implications of climate change. Students model the flow of energy and
matter between different components of the weather system and how this affects chemical cycles such as the
carbon cycle. Engineering and technology figure prominently here, as students use mathematical thinking and
the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term
human sustainability on Earth. Here students will use these geoscience data to explain climate change over a
wide range of timescales, including over one to ten years: large volcanic eruption, ocean circulation; ten to
hundreds of years: changes in human activity, ocean circulation, solar output; tens of thousands to hundreds of
thousands of years: changes to Earth’s orbit and the orientation of its axis; and tens of millions to hundreds of
millions of years: long-term changes in atmospheric composition).

Essential question
• How do Earth’s surface processes and human activities affect each other?
 

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Chemistry Unit 6 Human Impact

Written Curriculum
Next Generation Science Standards
HS. Weather and Climate
Students who demonstrate understanding can:
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. [Clarification Statement: Examples of the causes of climate change differ by timescale,
over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean
circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis;
and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary:
Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation
patterns, glacial ice volumes, sea levels, and biosphere distribution.]  
The performance expectations above were developed using the following elements from the NRC document A Framework for K-
12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting

Practices ESS1.B: Earth and the Solar System Concepts
Developing and Using Models  Cyclical changes in the shape of Earth’s orbit around the sun, Cause and
Modeling in 9–12 builds on K–8 together with changes in the tilt of the planet’s axis of rotation, Effect
experiences and progresses to both occurring over hundreds of thousands of years, have altered  Empirical
using, synthesizing, and the intensity and distribution of sunlight falling on the earth. These evidence is
developing models to predict and phenomena cause a cycle of ice ages and other gradual climate required to
show relationships among changes. (secondary to HS-ESS2-4) differentiate
variables between systems and ESS2.A: Earth Materials and Systems between cause
their components in the natural  The geological record shows that changes to global and regional and correlation
and designed world(s). climate can be caused by interactions among changes in the sun’s and make
 Use a model to provide energy output or Earth’s orbit, tectonic events, ocean circulation, claims about
mechanistic accounts of volcanic activity, glaciers, vegetation, and human activities. These specific causes
phenomena. (HS-ESS2-4) changes can occur on a variety of time scales from sudden (e.g., and effects.
---------------------------- volcanic ash clouds) to intermediate (ice ages) to very long-term (HS-ESS2-4)
Connections to Nature of tectonic cycles. (HS-ESS2-4)
Science ESS2.D: Weather and Climate
 The foundation for Earth’s global climate systems is the
Scientific Knowledge is Based electromagnetic radiation from the sun, as well as its reflection,
on Empirical Evidence absorption, storage, and redistribution among the atmosphere,
 Science arguments are ocean, and land systems, and this energy’s re-radiation into space.
strengthened by multiple lines (HS-ESS2-4), (secondary to HS-ESS2-2)
of evidence supporting a single  Changes in the atmosphere due to human activity have increased
explanation. (HS-ESS2-4) carbon dioxide concentrations and thus affect climate.(HS-ESS2-4)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-ESS2-4); HS.PS3.B (HS-ESS2-4); HS.LS2.C (HS-ESS2-4);
HS.ESS1.C (HS-ESS2-4); HS.ESS3.C (HS-ESS2-4); HS.ESS3.D (HS-ESS2-4)
Articulation of DCIs across grade-bands: MS.PS3.A (HS-ESS2-4); MS.PS3.B (HS-ESS2-4); MS.PS3.D (HS-ESS2-4); MS.PS4.B
(HS-ESS2-4); MS.LS1.C (HS-ESS2-4); MS.LS2.B (HS-ESS2-4); MS.LS2.C (HS-ESS2-4); MS.ESS2.A (HS-ESS2-4); MS.ESS2.B
(HS-ESS2-4); MS.ESS2.C (HS-ESS2-4); MS.ESS2.D (HS-ESS2-4); MS.ESS3.C (HS-ESS2-4); MS.ESS3.D (HS-ESS2-4)
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. (HS-ESS2-
4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS2-4)
MP.4 Model with mathematics. (HS-ESS2-4)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays. (HS-ESS2-4)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-4)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-
4)

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Chemistry Unit 6 Human Impact

 
HS. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere,
atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling
biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere
(including humans), providing the foundation for living organisms.]
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices ESS2.D: Weather and Climate Energy and Matter
Developing and Using Models  Gradual atmospheric changes  The total amount of energy and matter
Modeling in 9–12 builds on K–8 were due to plants and other in closed systems is conserved. (HS-
experiences and progresses to organisms that captured carbon ESS2-6)
using, synthesizing, and developing dioxide and released oxygen.
models to predict and show (HS-ESS2-6)
relationships among variables  Changes in the atmosphere due
between systems and their to human activity have increased
components in the natural and carbon dioxide concentrations
designed world(s). and thus affect climate. (HS-
 Develop a model based on ESS2-6)
evidence to illustrate the
relationships between systems or
between components of a
system. (HS-ESS2-6)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS2-6); HS.PS1.B (HS-ESS2-6); HS.PS3.D (HS-ESS2-6);
HS.LS1.C (HS-ESS2-6); HS.LS2.B (HS-ESS2-6); HS.ESS3.C (HS-ESS2-6); HS.ESS3.D (HS-ESS2-6)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS2-6); MS.PS3.D (HS-ESS2-6); MS.PS4.B (HS-ESS2-6);
MS.LS2.B (HS-ESS2-6); MS.ESS2.A (HS-ESS2-6); MS.ESS2.B (HS-ESS2-6); MS.ESS2.C (HS-ESS2-6); MS.ESS3.C (HS-
ESS2-6); MS.ESS3.D (HS-ESS2-6)
Common Core State Standards Connections:
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS2-6)
MP.4 Model with mathematics. (HS-ESS2-6)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
and data displays. (HS-ESS2-6)
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-6)
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-
ESS2-6)

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Chemistry Unit 6 Human Impact

HS. Engineering Design

Students who demonstrate understanding can:
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining ETS1.A: Defining and Delimiting Connections to Engineering,
Problems Engineering Problems Technology,  and Applications of
Asking questions and defining  Criteria and constraints also include Science  
problems in 9–12 builds on K–8 satisfying any requirements set by
experiences and progresses to society, such as taking issues of risk Influence of Science, Engineering,
formulating, refining, and evaluating mitigation into account, and they and Technology on Society and
empirically testable questions and should be quantified to the extent the Natural World
design problems using models and possible and stated in such a way  New technologies can have deep
simulations. that one can tell if a given design impacts on society and the
 Analyze complex real-world meets them. (HS-ETS1-1) environment, including some that
problems by specifying criteria and  Humanity faces major global were not anticipated. Analysis of
constraints for successful challenges today, such as the need costs and benefits is a critical
solutions. (HS-ETS1-1) for supplies of clean water and food aspect of decisions about
or for energy sources that minimize technology. (HS-ETS1-1)
pollution, which can be addressed
through engineering. These global
challenges also may have
manifestations in local communities.
(HS-ETS1-1)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-1)
Common Core State Standards Connections:
ELA/Literacy –
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ETS1-1)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
(HS-ETS1-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4 Model with mathematics. (HS-ETS1-1)

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Chemistry Unit 6 Human Impact

HS. Engineering Design

Students who demonstrate understanding can:
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 above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and ETS1.C: Optimizing the Design N/A
Designing Solutions Solution
Constructing explanations and  Criteria may need to be broken
designing solutions in 9–12 builds on down into simpler ones that can be
K–8 experiences and progresses to approached systematically, and
explanations and designs that are decisions about the priority of
supported by multiple and independent certain criteria over others (trade-
student-generated sources of evidence offs) may be needed. (HS-ETS1-2)
consistent with scientific ideas,
principles and theories.
 Design a solution to a complex real-
world problem, based on scientific
knowledge, student-generated
sources of evidence, prioritized
criteria, and tradeoff considerations.
(HS-ETS1-2)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-2); MS.ETS1.B (HS-ETS1-2); MS.ETS1.C (HS-ETS1-2)
Common Core State Standards Connections:
Mathematics –
MP.4 Model with mathematics. (HS-ETS1-2)

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Chemistry Unit 6 Human Impact

HS. Engineering Design

Students who demonstrate understanding can:
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-
offs that account for a range of constraints, including cost, safety, reliability, and aesthetics,
as well as possible social, cultural, and environmental impacts.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and ETS1.B: Developing Possible Connections to Engineering,
Designing Solutions Solutions Technology,  
Constructing explanations and designing  When evaluating solutions, it is and Applications of Science  
solutions in 9–12 builds on K–8 experiences important to take into account a
and progresses to explanations and designs range of constraints, including Influence of Science,
that are supported by multiple and cost, safety, reliability, and Engineering, and Technology
independent student-generated sources of aesthetics, and to consider social, on Society and the Natural
evidence consistent with scientific ideas, cultural, and environmental World
principles and theories. impacts. (HS-ETS1-3)  New technologies can have deep
 Evaluate a solution to a complex real- impacts on society and the
world problem, based on scientific environment, including some
knowledge, student-generated sources that were not anticipated.
of evidence, prioritized criteria, and Analysis of costs and benefits is
tradeoff considerations. (HS-ETS1-3) a critical aspect of decisions
about technology. (HS-ETS1-3)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-3); MS.ETS1.B (HS-ETS1-3)
Common Core State Standards Connections:
ELA/Literacy –
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ETS1-3)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
(HS-ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4 Model with mathematics.(HS-ETS1-3)

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Chemistry Unit 6 Human Impact

HS. Engineering Design

Students who demonstrate understanding can:
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.
The performance expectations above were developed using the following elements from the NRC document A Framework
for K-12 Science Education:  

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational ETS1.B: Developing Possible Systems and System
Thinking Solutions Models
Mathematical and computational thinking in  Both physical models and computers  Models (e.g., physical,
9-12 builds on K-8 experiences and can be used in various ways to aid in mathematical, computer
progresses to using algebraic thinking and the engineering design process. models) can be used to
analysis, a range of linear and nonlinear Computers are useful for a variety of simulate systems and
functions including trigonometric functions, purposes, such as running simulations interactions—including
exponentials and logarithms, and to test different ways of solving a energy, matter, and
computational tools for statistical analysis to problem or to see which one is most information flows— within
analyze, represent, and model data. Simple efficient or economical; and in making and between systems at
computational simulations are created and a persuasive presentation to a client different scales. (HS-ETS1-
used based on mathematical models of basic about how a given design will meet 4)
assumptions. his or her needs. (HS-ETS1-4)
 Use mathematical models and/or
computer simulations to predict the
effects of a design solution on systems
and/or the interactions between systems.
(HS-ETS1-4)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-4); MS.ETS1.B (HS-ETS1-4); MS.ETS1.C (HS-ETS1-4)
Common Core State Standards Connections:
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ETS1-4)
MP.4 Model with mathematics. (HS-ETS1-4)

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Chemistry Unit 6 Human Impact

Clarifying the standards

Prior learning
The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of
Grade 8, students know that:

Physical science
• Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from two to thousands of atoms.
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
given conditions) that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not
change relative locations.
• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g.,
crystals).
• The changes of state that occur with variations in temperature or pressure can be described and predicted
using these models of matter.
• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and
grows with the square of its speed.
• A system of objects may also contain stored (potential) energy, depending on the objects’ relative
positions.
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship between
the temperature and the total energy of a system depends on the types, states, and amounts of matter
present.
• When the motion energy of an object changes, there is inevitably some other change in energy at the same
time.
• The amount of energy transfer needed to change the temperature of a matter sample by a given amount
depends on the nature of the matter, the size of the sample, and the environment.
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on
the object’s material and the frequency (color) of the light.
• The path that light travels can be traced as straight lines, except at surfaces between different transparent
materials (e.g., air and water, air and glass) where the light path bends.
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of
light at a surface between media.
• However, because light can travel through space, it cannot be a matter wave, like sound or water waves.
 

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Chemistry Unit 6 Human Impact

Life science
• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make
sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis,
which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
• Within individual organisms, food moves through a series of chemical reactions in which it is broken
down and rearranged to form new molecules, to support growth or to release energy.
• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they
can support. These limits result from such factors as the availability of living and nonliving resources and
from such challenges such as predation, competition, and disease. Organisms would have the capacity to
produce populations of great size were it not for the fact that environments and resources are finite. This
fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life
processes.
• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up the
molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are
combined and recombined in different ways. At each link in an ecosystem, matter and energy are
conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is
exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively
constant over long periods of time under stable conditions. If a modest biological or physical disturbance
to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as
opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any
population, however, can challenge the functioning of ecosystems in terms of resources and habitat
availability.
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat
destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt
an ecosystem and threaten the survival of some species.
• Humans depend on the living world for the resources and other benefits provided by biodiversity. But
human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation,
habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and
enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of
recreational or inspirational value.
 

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Chemistry Unit 6 Human Impact

Earth and space science

• Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the
planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity
and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other
gradual climate changes.
• Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the
original changes.
• Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface
and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth
with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Motions of the mantle and
its plates occur primarily through thermal convection, which involves the cycling of matter due to the
outward flow of energy from Earth’s interior and the gravitational movement of denser materials toward
the interior.
• The geological record shows that changes to global and regional climate can be caused by interactions
among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic
activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales
from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
• The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and
mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be
viewed as the surface expression of mantle convection.
• Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s
surface and provides a framework for understanding its geologic history. Plate movements are responsible
for most continental and ocean-floor features and for the distribution of most rocks and minerals within
Earth’s crust.
• The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical
properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to
absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and
transport materials, and lower the viscosities and melting points of rocks.
• The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as
its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and
this energy’s re-radiation into space.
• Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and
released oxygen.
• Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus
affect climate.
• Resource availability has guided the development of human society.
• All forms of energy production and other resource extraction have associated economic, social,
environmental, and geopolitical costs and risks as well as benefits. New technologies and social
regulations can change the balance of these factors.
• Natural hazards and other geologic events have shaped the course of human history; [they] have
significantly altered the sizes of human populations and have driven human migrations.

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Chemistry Unit 6 Human Impact

• The sustainability of human societies and the biodiversity that supports them requires responsible
management of natural resources.
• Scientists and engineers can make major contributions by developing technologies that produce less
pollution and waste and that preclude ecosystem degradation.
• Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities
to model, predict, and manage current and future impacts.
• Through computer simulations and other studies, important discoveries are still being made about how the
ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Progression of current learning

 

Driving question 1
What is the relationship between energy flow into and out of Earth’s systems and changes in
climate?
Concepts Practices
• The foundation for Earth’s global climate • Use a model to describe how variations in
systems is the electromagnetic radiation the flow of energy into and out of Earth’s
from the sun, as well as its reflection, systems result in changes in climate.
absorption, storage, and redistribution
• Use empirical evidence to differentiate
among the atmosphere, ocean, and land
between how variations in the flow of
systems, and this energy’s re-radiation into
energy into and out of Earth's systems
space.
result in climate changes.
• Cyclical changes in the shape of Earth’s
• Use multiple lines of evidence to support
orbit around the sun, together with
how variations in the flow of energy into
changes in the tilt of the planet’s axis of
and out of Earth's systems result in climate
rotation, both occurring over hundreds of
changes.
thousands of years, have altered the
intensity and distribution of sunlight
falling on the earth. These phenomena
cause a cycle of ice ages and other gradual
climate changes.
• The geological record shows that changes
to global and regional climate can be
caused by interactions among changes in
the sun’s energy output or Earth’s orbit,
tectonic events, ocean circulation, volcanic
activity, glaciers, vegetation, and human
activities. These changes can occur on a
variety of time scales from sudden (e.g.,
volcanic ash clouds) to intermediate (ice
ages) to very long-term tectonic cycles.
• Changes in the atmosphere due to human
activity have increased carbon dioxide
concentrations and thus affect climate.

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Chemistry Unit 6 Human Impact

• Empirical evidence is required to

differentiate between cause and correlation
and make claims about specific causes and
effects.
• Science arguments are strengthened by
multiple lines of evidence supporting a
single explanation.
 

Driving question 2
How does carbon cycle among the hydrosphere, atmosphere, geosphere, and biosphere?

Concepts Practices
• Gradual atmospheric changes were due to • Develop a model based on evidence to
plants and other organisms that captured describe the cycling of carbon among the
carbon dioxide and released oxygen. hydrosphere, atmosphere, geosphere, and
biosphere.
• Changes in the atmosphere due to human
activity have increased carbon dioxide • Develop a model based on evidence to
concentrations and thus affect climate. illustrate the biogeochemical cycles that
include the cycling of carbon through the
• The total amount of energy and matter in
ocean, atmosphere, soil, and biosphere,
closed systems is conserved.
providing the foundation for living
• The total amount of carbon cycling among organisms.
and between the hydrosphere, atmosphere,
geosphere, and biosphere is conserved.

Integration of content, practices, and crosscutting concepts

This unit of study continues looking at matter and energy, with a focus on weather and climate, carbon
cycling, and the cause-and-effect relationships between human activity and Earth’s systems. Students will
examine causes of variations in the flow of energy into and out of Earth’s systems and how climate is affected
by these variations. They will also determine how the amount of carbon cycling in Earth’s systems has
changed over time, and how humans are influenced by resource availability, natural hazards, and climate
change.
Students should develop an understanding of how the foundation for Earth’s global climate systems is the
electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among
the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. They should also examine
how cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the
planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and
distribution of sunlight falling on the Earth. These phenomena cause a cycle of ice ages and other gradual
climate changes. Students might conduct research to locate and analyze data sets showing these phenomena.
In order to determine how changes in the atmosphere due to human activity have increased the carbon dioxide
concentrations and affected climate, students should look at cycles of differing timescales and their effects on
climate. Geoscience data should be used to explain climate change over a wide-range of timescales, including
one to ten years: large volcanic eruptions, ocean circulation; ten to hundreds of years: changes in human
activity, ocean circulation, solar output; tens of thousand to hundreds of thousands of years: changes to Earth’s
orbit and the orientation of its axis; and tens of millions to hundreds of millions of years: long-term changes in
atmospheric composition. Students might also explore Earth’s climate history through an analysis of datasets

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Chemistry Unit 6 Human Impact

such as the Keeling Curve or Vostok ice core data. Students can use a jigsaw activity to examine data for an
assigned timescale and event to show cause-and-effect relationships among energy flow into and out of Earth’s
systems and the resulting in changes in climate.
Students should use models to describe how variations in the flow of energy into and out of Earth’s systems
result in changes in climate. Models should be supported by multiple lines of evidence, and students should
use digital media in presentations to enhance understanding. Students might use mathematical models, and
they should identify important quantities and map relationships using charts and graphs. Mathematical models
should include appropriate units and limitations on measurement should be considered.
Students will continue their study of Earth’s systems by examining the history of the atmosphere. Students
should research the early atmospheric components and the changes that occurred due to plants and other
organisms removing carbon dioxide and releasing oxygen. By studying the carbon cycle, students should
revisit the idea that matter and energy within a closed system are conserved among the hydrosphere,
atmosphere, geosphere, and biosphere. Students should extend their understanding of how human activity
affects the concentration of carbon dioxide in the environment and therefore climate. Students’ experiences
should include synthesizing information from multiple sources and developing quantitative models based on
evidence to describe the cycling of carbon among the ocean, atmosphere, soil, and biosphere. Students should
understand how biogeochemical cycles provide the foundation for living organisms. Once again, students
might use a jigsaw activity to illustrate the relationships between these systems.
Finally, making a connection to engineering, students will investigate the cause-and-effect relationships
between the interdependence of human activities and Earth’s systems. Students should construct an
explanation based on evidence for relationships between human activity and changes in climate. Students can
revisit the idea of renewable and nonrenewable resources touched upon in unit 4, and further investigate their
availability. Examples of key natural resources should include access to fresh water, fertile soil, and high
concentrations of minerals and fossil fuels. Students should also examine natural hazards including interior
processes (volcanic eruptions and earthquakes); surface processes (tsunamis, mass wasting, and soil erosion);
and severe weather (hurricanes, floods, and droughts). Additionally, other geologic events that have driven the
development of human history (including populations and migrations) should also be researched. These
geologic events include changes to sea level, regional patterns of temperature and precipitation, and the types
of crops and livestock that can be raised. Students must use empirical evidence to identify differences between
cause and correlation in the relationship between climate changes and human activity. Students should also use
empirical evidence to make claims about causes and effects of these interactions. The influence of major
technological systems on modern civilizations should be emphasized.
Because all the scientific and engineering practices and crosscutting concepts are necessary for mastery of the
scientific content in this unit, it is an opportunity for students to engage in problem solving using the complete
engineering design cycle. Research and examination of data to determine relationships between global change
and human activity will allow students to identify and analyze a major global challenge. Students should take
into account possible qualitative and quantitative criteria and constraints for solutions and examine the needs
of society in response to the identified major global challenge. The students could then design a solution to this
real-world problem by breaking it down into smaller, more manageable problems that can be solved through
engineering. They must then evaluate their solution based on prioritized criteria and tradeoffs (e.g., cost,
safety, reliability, aesthetics, and possible social, cultural, and environmental impacts). Finally, students might
use computer simulations along with mathematics and computational thinking to model the impact of their
proposed solution. Their simulation must take into account the numerous criteria and constraints on
interactions within and between systems relevant to the problem. For example, major global challenges might
include ozone depletion, melting glaciers, rising sea levels, changes in climate and extreme weather, ocean
acidification, aerosols and smog, melting permafrost, destruction of rainforests, and biome migration. Some
local challenges students might consider include fishing industry quotas vs. economic impact on local fishing
fleets (i.e., New Bedford, Galilee, Jerusalem); flood plain construction vs. housing restrictions on ocean beach

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Chemistry Unit 6 Human Impact

fronts (i.e., Carpenter’s beach, Misquamicut beach); design of possible solutions to retard or prevent further
beach erosion; and response to recent flooding in Rhode Island and flood plain restoration.

Integration of engineering
The standards in this unit do not identify a connection to engineering; however, the nature of the content lends
itself to real-world problem identification and solution design, testing, and modification. Students can use their
understanding of energy and matter and system interactions from the previous units to guide their thinking
about climate change, its effects on humans, the adverse effects of human activities, and potential solutions to
contemporary issues regarding climate change. In this unit, students have the opportunity to complete the
entire engineering cycle (ETS1-1, ETS1-2, ETS1-3, and ETS1-4) by analyzing a major global challenge
related to climate change and human activity, designing and evaluating a possible solution to this problem, and
further using a computer simulation to model the impact of the proposed solution.

Integration of DCI from prior units within this grade level

This unit of study continues looking at energy flow and matter discussed in previous units; however, as in Unit
5, this unit approaches the content from an Earth and space science standpoint, specifically looking at weather
and climate, carbon cycling, and cause and effect in the interdependence of human impact and the Earth’s
systems. In regard to engineering practices, students have the opportunity to once again evaluate solutions to
complex real-world problems, as they had in units 1 and 2. In unit 3, students had the opportunity to design a
solution to a complex real-world problem, and in unit 1, students were introduced to the use of computer
simulations to model the impact of proposed solutions.

Integration of mathematics and/or English language arts/literacy

Mathematics
• Represent symbolically an explanation for how variations in the flow of energy into and out of Earth’s
systems result in changes in climate, and manipulate the representing symbols. Make Use symbols to
make sense of quantities and relationships about how variations in the flow of energy into and out of
Earth’s systems result in changes in climate, symbolically and manipulate the representing symbols.
• Use a mathematical model to explain how variations in the flow of energy into and out of Earth’s systems
result in changes in climate. Identify important quantities in variations in the flow of energy into and out
of Earth’s systems result in changes in climate and map their relationships using tools. Analyze those
relationships mathematically to draw conclusions, reflecting on the results and improving the model if it
has not served its purpose.
• Use units as a way to understand problems and to guide the solution of multistep problems about how
variations in the flow of energy into and out of Earth’s systems result in changes in climate; choose and
interpret units consistently in formulas representing how variations in the flow of energy into and out of
Earth’s systems result in changes in climate; choose and interpret the scale and the origin in graphs and
data displays representing how variations in the flow of energy into and out of Earth’s systems result in
changes in climate.
• Define appropriate quantities for the purpose of descriptive modeling of how variations in the flow of
energy into and out of Earth’s systems result in changes in climate.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities to
describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

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Chemistry Unit 6 Human Impact

• Represent symbolically the cycling of carbon among the hydrosphere, atmosphere, geosphere, and
biosphere, and manipulate the representing symbols. Make sense of quantities and relationships in the
cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• Use a mathematical model to describe the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere. Identify important quantities in the cycling of carbon among the hydrosphere,
atmosphere, geosphere, and biosphere and map their relationships using tools. Analyze those relationships
mathematically to draw conclusions, reflecting on the results and improving the model if it has not served
its purpose.
• Use units as a way to understand the cycling of carbon among the hydrosphere, atmosphere, geosphere,
and biosphere; choose and interpret units consistently in formulas representing the cycling of carbon
among the hydrosphere, atmosphere, geosphere, and biosphere; choose and interpret the scale and the
origin in graphs and data displays representing the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere.
• Define appropriate quantities for the purpose of descriptive modeling of the cycling of carbon among the
hydrosphere, atmosphere, geosphere, and biosphere.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities showing
the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• Represent symbolically how the availability of natural resources, occurrence of natural hazards, and
changes in climate have influenced human activity, and manipulate the representing symbols. Make sense
of quantities and relationships among availability of natural resources, occurrence of natural hazards, and
changes in climate and their influence on human activity.
• Use units as a way to understand the relationships among availability of natural resources, occurrence of
natural hazards, and changes in climate and their influence on human activity. Choose and interpret units
consistently in formulas to determine relationships among availability of natural resources, occurrence of
natural hazards, and changes in climate and their influence on human activity. Choose and interpret the
scale and the origin in graphs and data displays representing relationships among availability of natural
resources, occurrence of natural hazards, and changes in climate and their influence on human activity.
• Define appropriate quantities for the purpose of descriptive modeling of relationships among availability
of natural resources, occurrence of natural hazards, and changes in climate and their influence on human
activity.
• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities showing
relationships among availability of natural resources, occurrence of natural hazards, and changes in
climate and their influence on human activity.

English language arts/literacy

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations describing how variations in the flow of energy into and out of Earth’s systems result in
changes in climate to enhance understanding of findings, reasoning, and evidence and to add interest.
• Cite specific textual evidence of the availability of natural resources, occurrence of natural hazards, and
changes in climate and their influence on human activity.
• Use empirical evidence to write an explanation for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
 

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Chemistry Unit 6 Human Impact

Connected learning
Connections to disciplinary core ideas in other high school courses are as follows:

Physical science
• Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons,
surrounded by electrons.
• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places
those elements with similar chemical properties in columns. The repeating patterns of this table reflect
patterns of outer electron states.
• The structure and interactions of matter at the bulk scale are determined by electrical forces within and
between atoms.
• 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.
• 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.
• In many situations, a dynamic and condition-dependent balance between a reaction and the reverse
reaction determines the numbers of all types of molecules present.
• 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.
• Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a system’s
total energy is conserved, even as, within the system, energy is continually transferred from one object to
another and between its various possible forms.
• At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and
thermal energy.
• These relationships are better understood at the microscopic scale, at which all of the different
manifestations of energy can be modeled as a combination of energy associated with the motion of
particles and energy associated with the configuration (relative position of the particles). In some cases,
the relative position energy can be thought of as stored in fields (which mediate interactions between
particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves
across space.
• Conservation of energy means that the total change of energy in any system is always equal to the total
energy transferred into or out of the system.
• Energy cannot be created or destroyed, but it can be transported from one place to another and transferred
between systems.
• Mathematical expressions, which quantify how the stored energy in a system depends on its configuration
(e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used to predict and describe system
behavior.
 

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Chemistry Unit 6 Human Impact

• The availability of energy limits what can occur in any system.

• Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy
distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal
energy in the surrounding environment.

Life science
• The process of photosynthesis converts light energy to stored chemical energy by converting carbon
dioxide plus water into sugars plus released oxygen.
• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones
are used to make amino acids and other carbon-based molecules that can be assembled into larger
molecules (such as proteins or DNA), used for example to form new cells.
• As matter and energy flow through different organizational levels of living systems, chemical elements
are recombined in different ways to form different products.
• As a result of these chemical reactions, energy is transferred from one system of interacting molecules to
another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen
molecules are broken and new compounds are formed that can transport energy to muscles. Cellular
respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer
to the surrounding environment.
• Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life
processes.
• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small
fraction of the matter consumed at the lower level is transferred upward, to produce growth and release
energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer
organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some
matter is stored in newly made structures, and much is discarded. The chemical elements that make up the
molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are
combined and recombined in different ways. At each link in an ecosystem, matter and energy are
conserved.
• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is
exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively
constant over long periods of time under stable conditions. If a modest biological or physical disturbance
to an ecosystem occurs, the ecosystem may return to its more or less original status (i.e., the ecosystem is
resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the
size of any population, however, can challenge the functioning of ecosystems in terms of resources and
habitat availability.
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat
destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt
an ecosystem and threaten the survival of some species.
 

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
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Chemistry Unit 6 Human Impact

Earth and space science

• Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the
ocean floor, which are less than 200 million years old.
• Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of
the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and
meteorites, have changed little over billions of years. Studying these objects can provide information
about Earth’s formation and early history.
• The sustainability of human societies and the biodiversity that supports them requires responsible
management of natural resources.
• Scientists and engineers can make major contributions by developing technologies that produce less
pollution and waste and that preclude ecosystem degradation.
• Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities
to model, predict, and manage current and future impacts.
• Through computer simulations and other studies, important discoveries are still being made about how the
ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
 
Number of Instructional Days

Recommended number of instructional days: 20 (1 day = approximately 50 minutes)

Note—The recommended number of days is an estimate based on the information available at this time.
Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine
whether adjustments to this estimate need to be made.

Additional NGSS Resources

• NGSS Appendices F, I, L, and M
• A Framework for K–12 Science Education
• Common Core State Standards for Mathematics and Common Core State Standards for Literacy in
History/Social Studies, Science, & Technical Subjects

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles
A. Dana Center at the University of Texas at Austin
18