Common Planner
K–12 Standards

Science: Chemistry

Other Louisiana Louisiana Connectors for Students with Significant Disabilities sets

MATTER AND ITS INTERACTIONS

  • 1a

    Identify the periodic table as a model to use to predict the properties of elements.LC-HS-PS1-1a

  • 1b

    Identify that the periodic table was created based on the patterns of electrons in the outermost energy level of atoms.LC-HS-PS1-1b

  • 1c

    Identify that the number of electrons in the outermost energy level of atoms impacts the behavior of the element.LC-HS-PS1-1c

  • 1d

    Identify the periodic table as a model that predicts the number of electrons and other subatomic particles.LC-HS-PS1-1d

  • 2a

    Identify an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms.LC-HS-PS1-2a

  • 2b

    Identify an explanation for the outcome of a simple chemical reaction based on trends in the periodic table.LC-HS-PS1-2b

  • 2c

    Construct an explanation for the outcome of a simple chemical reaction based on the chemical properties of the elements involved.LC-HS-PS1-2c

  • 3a

    Identify bulk properties of substances (i.e., melting point, boiling point, and surface tension).LC-HS-PS1-3a

  • 3b

    Identify that electrical forces within and between atoms can keep particles close together.LC-HS-PS1-3b

  • 3c

    Conduct an experiment to gather evidence of the strength of electrical forces between particles.LC-HS-PS1-3c

  • 4a

    Determine whether energy is released or absorbed in a chemical reaction system using various types of models (e.g., drawings, graphs, etc.).LC-HS-PS1-4a

MATTER AND ITS INTERACTIONS

  • 5a

    Identify the effects of changing the temperature of the reacting particles at the rate at which a simple reaction (i.e., two reactants) occurs using a model (e.g., a table of data) of the number and energy of collisions between particles.LC-HS-PS1-5a

  • 5b

    Identify the effects of changing the concentration of the reacting particles at the rate at which a simple reaction (i.e., two reactants) occurs using a model (e.g., a table of data) of the number and energy of collisions between particles.LC-HS-PS1-5b

  • 6a

    Identify a change in one variable (i.e., temperature, concentration, pressure) of a chemical equation that would produce increased amounts of products at equilibrium.LC-HS-PS1-6a

  • 7a

    Identify a chemical equation, and identify the reactants and products which support the claim that matter (i.e., atoms) is neither created or destroyed in a chemical reaction.LC-HS-PS1-7a

  • 7b

    Identify a mathematical representation (e.g., table, graph) or pictorial depictions that illustrates the claim that mass is conserved during a chemical reaction.LC-HS-PS1-7b

  • 8a

    Identify models that illustrate nuclear processes (i.e., fusion, fission, and radioactive decays), involve the release or absorption of energy.LC-HS-PS1-8a

  • 8b

    Contrast changes during the processes of alpha, beta, or gamma radioactive decay using graphs or pictorial depictions of the composition of the nucleus of the atom and the energy released.LC-HS-PS1-8b

MOTION AND STABILITY: FORCES AND INTERACTIONS

  • 6a

    Communicate that different materials have different molecular structures and properties which determine different functioning of the material (e.g., flexible, but durable).LC-HS-PS2-6a

ENERGY

  • 1a

    Identify a model showing the change in the energy of one component in a system compared to the change in energy of another component in the system.LC-HS-PS3-1a

  • 1b

    Identify a model showing the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.LC-HS-PS3-1b

  • 3a

    Identify the forms of energy that will be converted by a device that converts one form of energy into another form of energy.LC-HS-PS3-3a

  • 3b

    Identify steps in a model of a device showing the transformations of energy that occur (e.g., solar cells, solar ovens, generators, turbines).LC-HS-PS3-3b

  • 3c

    Describe constraints to the design of the device which converts one form of energy into another form of energy (e.g., cost or efficiency of energy conversion).LC-HS-PS3-3c

  • 4a

    Identify the temperatures of two liquids of different temperature before mixing and after combining to show uniform energy distribution.LC-HS-PS3-4a

  • 4b

    Investigate the transfer of thermal energy when two substances are combined within a closed system.LC-HS-PS3-4b

  • 6a

    Identify the relationship between increasing energy demand and the technologies developed to meet these needs.LC-HS-PS3-6a

  • 6b

    Identify an alternative energy system with minimal social and environmental consequences.LC-HS-PS3-6b

  • 6c

    Evaluate a claim about nuclear energy as an alternative source of energy as opposed to other forms of energy.LC-HS-PS3-6c

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What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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