HS. Chemical Reactions

Other New York Science sets

• Grade Pre-K
• Grade K
• Grade 1
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• 3-5. Engineering Design
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• NY Grade 3 Science Learning Standards
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• Grade 5
• NY Grade 5 Science Learning Standards
• Grades 6, 7, 8
• MS. Chemical Reactions
• MS. Energy
• MS. Engineering Design
• MS. Forces and Interactions
• MS. Growth, Development, and Reproduction of Organisms
• MS. History of Earth
• MS. Human Impacts
• MS. Interdependent Relationships in Ecosystems
• MS. Matter and Energy in Organisms and Ecosystems
• MS. Natural Selection and Adaptations
• MS. Space Systems
• MS. Structure and Properties of Matter
• MS. Structure, Function, and Information Processing
• MS. Waves and Electromagnetic Radiation
• MS. Weather and Climate
• Physical Science - Crosscutting Concepts
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• Physical Science - Science and Engineering Practices
• Biology Living Environment
• Earth & Space: High School
• Grades 9, 10, 11, 12
• High School Regents Chemistry (2024)
• HS Life Science: Biology
• HS. Earth's Systems
• HS. Energy
• HS. Engineering Design
• HS. Forces and Interactions
• HS. History of the Earth
• HS. Human Sustainability
• HS. Inheritance and Variation of Traits
• HS. Interdependent Relationships in Ecosystems
• HS. Natural Selection and Evolution
• HS. Structure and Function
• HS. Structure and Properties of Matter
• HS. Waves and Electromagnetic Radiation
• HS. Weather and Climate
• Physical Setting/Earth Science
• HS. Matter and Energy in Organisms and Ecosystems
• HS. Space Systems
• MS. Earth's Systems
• Physical Setting/Chemistry

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-4)HS.CR.SEP.1a

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and 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-PS1-11)HS.CR.SEP.2a

Select appropriate tools to collect, record, analyze, and evaluate data. (HS-PS1-11)HS.CR.SEP.2b

Use mathematical representations of phenomena to support claims. (HS-PS1-7)HS.CR.SEP.3a

Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (HS-PS1-5)HS.CR.SEP.4a

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the 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-PS1-2)HS.CR.SEP.4b

Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS1-6)HS.CR.SEP.4c

Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS1-12)HS.CR.SEP.5a

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HSPS1-2) (Note: This Disciplinary Core Idea is also addressed by HS-PS1-1.)HS.CR.DCI.PS1.A.1

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. (HS-PS1-4)HS.CR.DCI.PS1.A.2

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. (HS-PS1-2),(HS-PS1- 7)HS.CR.DCI.PS1.B.1

(NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy. (HS-PS1-4),(HS-PS1-5)HS.CR.DCI.PS1.B.2

(NYSED) In many situations, a dynamic and condition dependent balance between a reaction and the reverse reaction determines the numbers of all types of particles present. (HSPS1-6)HS.CR.DCI.PS1.B.3

(NYSED) Acids and bases play an important role in the daily lives of humans and other organisms (e.g. agricultural applications, environmental impacts (acid rain), animal and plant physiology). (HS-PS1-11)HS.CR.DCI.PS1.B.4

(NYSED) Oxidation-reduction reactions are the prevailing source of power for many of today’s modern conveniences. (HS-PS1-12)HS.CR.DCI.PS1.B.5

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS1-6)HS.CR.DCI.ETS1.C.1

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HSPS1-2),(HS-PS1-5),(HS-PS1-11)HS.CR.CC.1a

The total amount of energy and matter in closed systems is conserved. (HS-PS1 7),(HS-PS1-12)HS.CR.CC.2a

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. (HS-PS1- 4),(HS-PS1-12)HS.CR.CC.2b

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-PS1-6)HS.CR.CC.3a

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS1-7)HS.CR.CC.4a