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Oregon
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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.]
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- I can identify valence-electron patterns on the periodic table for main-group elements and use them to make a simple prediction about whether an element is likely to react or stay stable
- I can name a possible bond type or relative property, but my explanation may be incomplete or rely on general patterns rather than specific evidence.
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- I can use the periodic table to predict likely bond type, reactivity, or number of bonds for a main-group element and support my prediction with some evidence from its outer electrons
- I can explain my reasoning with mostly correct scientific vocabulary, though my connection between electron pattern and predicted property may still need strengthening.
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- I can use valence-electron patterns and periodic trends to accurately predict relative properties of main-group elements, including bond type, reactivity, and number of bonds formed
- I can explain how my prediction follows from outer-electron structure and periodic patterns with clear evidence and appropriate scientific vocabulary.
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- I can independently use the periodic table as a model to make precise predictions about main-group elements’ relative properties, including bond type, reactivity, number of bonds, and likely reactions with oxygen
- I can justify my predictions with strong evidence from valence-electron patterns and periodic trends, and I can connect those predictions to observable chemical behavior with clear, accurate reasoning.
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Oregon
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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.]
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- I can identify the outermost electrons of main-group atoms in a simple reaction and state a basic prediction about what product might form
- I can name a few periodic table clues, but my explanation may be incomplete or only loosely connected to the reaction outcome.
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- I can explain a simple main-group reaction by connecting valence electrons and periodic trends to the likely bond type and product formation
- I use some evidence from the periodic table, though my reasoning may still need support or may not fully address why the reaction happens.
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- I can construct a clear explanation for the outcome of a simple main-group reaction using outer electron states, periodic trends, and patterns of chemical properties
- I support my claim with accurate evidence and show how the electron arrangement helps predict the bond type and products formed.
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- I can independently construct and revise a detailed explanation for an unfamiliar simple main-group reaction by integrating valence-electron patterns, periodic trends, and chemical property patterns
- I defend my prediction with precise evidence, address alternative ideas, and revise my explanation when new information shows a stronger or more accurate outcome.
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Oregon
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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.]
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- I can identify a bulk property of a substance, such as melting point, boiling point, vapor pressure, or surface tension, and describe the visible pattern in the data
- I can make a simple connection between that property and how strongly particles seem to attract each other with limited evidence.
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- I can compare two or more substances using bulk-property evidence and explain which one appears to have stronger or weaker electrical forces between particles
- I can use a basic investigation record, table, or graph to support my comparison with some scientific reasoning.
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- I can plan and carry out a safe investigation that gathers multiple pieces of bulk-property evidence and use them to infer the relative strength of electrical forces between particles in different substances
- I can explain my claim with relevant data and connect the observed property differences to particle structure.
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- I can independently design and justify an investigation that compares bulk properties to infer particle-level forces with clear, accurate scientific reasoning
- I can synthesize multiple evidence sources, acknowledge limits of the data, and communicate a well-supported conclusion about how structure relates to the strength of electrical attractions between particles.
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Oregon
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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.]
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- I can identify whether a reaction absorbs or releases energy when I look at a simple reaction model or graph, and I can point to the reactants and products in the model
- I can name at least one change in bonds that happened in the reaction.
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- I can use a reaction diagram, particle model, or energy graph to explain how breaking and forming bonds changes the energy of a main-group reaction
- I can connect the direction of energy change to whether the reaction is exothermic or endothermic.
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- I can build a model that shows how the total bond changes in a main-group reaction lead to energy release or absorption, using clear labels, arrows, or relative energy levels
- I can explain my model with evidence from bond changes and show that energy is conserved in the system.
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- I can independently develop and revise a clear model that accurately explains how changes in total bond energy determine the energy outcome of an unfamiliar main-group reaction
- I can use multiple representations, justify my reasoning with evidence, and explain how my model supports predictions about the reaction's energy change.
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