HS-PS1-2

SCUSD NGSS Curriculum Guide ====**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.//] ====

Science Background for the Teacher:
[overview of relevant science background for teacher]

Key Vocabulary:

 * reactants || products || ions || cations ||
 * anions || groups (families) of periodic table || noble gases || halogens ||
 * electron configuration || orbital || energy level || synthesis ||
 * decomposition || single reduction || double reduction || combustion ||

Possible Assessments (formative and/or summative):
Given reactants, students determine products of specified reaction type Given 1 element or compound, students choose appropriate match (from a list) based on valency or periodic trends PBA - copper cycle lab

Given ions, students predict the compound's molecular formula Given ions, create a chemical reaction Given an unnamed atom or ion with electron configuration, choose appropriate match from a list to make compound

Key Student Activity:
Ion matching worksheet (source? attach file?)

Key Teacher Demo/Activity:
demo of reaction types to see how properties of reactants change when they become products:
 * CaCO3 (s) production (aq. precipitate d. displacement) - use vinegar to test for CaCO3
 * limewater (aq) + CO2 (g)
 * CuSO4 + AP (color change)
 * Mg (s) + CO2 (g) (single displacement)

Common Student Misconceptions:

 * changing subscripts to balance charges in polyatomic ions
 * misuse subscript as charge and vice versa
 * color change always indicates chemical reaction
 * metals vs nonmetals (i.e. Na is a metal!)
 * valence number is same as charge or subscript

Things to Avoid/Correct:
[Descriptions of imprecise language or other mistakes related to this topic that might have to be corrected at a higher grade band.]

====Other Resources (text, video, simulations, activities, models, etc..): ====

[Descriptions or links to other resources that would support student understanding of this topic or mastery of this performance expectation.]