Chemistry.

1. (1) Matter and Its Interactions.
2. (A) Performance expectation 1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost level of atoms.
3. (i) Clarification Statement. Examples could include trends in ionization energy, atomic radius, or electronegativity. Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and ion formation.
4. (ii) Assessment Boundary. Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends or exception explanations (e.g. Be to B or N to O).
5. (iii) Science and Engineering Practices. Developing and Using Models. Use a model to predict the relationships between systems or between components of a system.
6. (iv) Disciplinary Core Ideas. Structure and Properties of Matter.
7. (I) Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
8. (II) 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.
9. (v) Crosscutting Concepts. Patterns. 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.
10. (B) Performance expectation 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, knowledge of the patterns of chemical properties, and formation of compounds.
11. (i) Clarification Statement. Periodic trends (e.g., ionization energy, electronegativity, reactivity), patterns of valence electrons, and classifying reaction types should be utilized when constructing and revising explanations for the prediction of products. Examples of reaction types could include single displacement, double displacement, synthesis, decomposition, combustion, oxidation-reduction, and acid-base.
12. (ii) Assessment Boundary. Assessment is limited to chemical reactions involving main group elements and polyatomic ions (e.g. Nitrate, Nitrite, Sulfate, Hydroxide, Carbonate, and Phosphate).
13. (iii) Science and Engineering Practices. Constructing Explanations. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, and 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.
14. (iv) Disciplinary Core Ideas.
15. (I) Structure and Properties of Matter. 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.
16. (II) Chemical Reactions. 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.
17. (v) Crosscutting Concepts. Patterns. 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.
18. (C) Performance expectation 3. Plan and conduct an investigation to compare the structure of substances at the macroscopic scale to infer the strength of electrical forces between particles.
19. (i) Clarification Statement. Emphasis is on understanding the relative strengths of forces between particles, not on identifying specific intermolecular forces (e.g., dipole-dipole, London dispersion forces). Examples of particles could include ions, atoms, molecules, and networked materials (e.g., graphite). Examples of macroscopic properties of substances could include melting point, boiling point, vapor pressure, and surface tension.
20. (ii) Assessment Boundary. Assessment does not include calculations related to any macroscopic scale property. Assessment does not include the identification of specific intermolecular forces.
21. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. 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; consider limitations on the precision of the data (e.g., number of trials, cost, risk, time); and refine the design accordingly.
22. (iv) Disciplinary Core Ideas.
23. (I) Structure and Properties of Matter. The structure and interactions of matter at the macroscopic scale are determined by electrical forces within and between atoms.
24. (II) 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.
25. (v) Crosscutting Concepts. Structure and Function. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
26. (D) Performance expectation 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.
27. (i) Clarification Statement. Emphasis is on the idea that a chemical reaction is a system that involves an overall change in energy that is due to the absorption of energy when bonds are broken and the release of energy when new bonds are formed. 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.
28. (ii) Assessment Boundary. Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.
29. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
30. (iv) Disciplinary Core Ideas.
31. (I) Structure and Properties of Matter. 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.
32. (II) Chemical Reactions. Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and 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.
33. (v) Crosscutting Concepts. Energy and Matter. 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.
34. (E) Performance expectation 5. Apply scientific principles and evidence to provide an explanation for how changing the temperature or concentration of reactant particles affects the rate at which a reaction occurs.
35. (i) Clarification Statement. Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules (Collision Theory). Examples of reaction conditions that affect rate could include temperature, concentration, surface area/particle size, pressure, or the addition of a catalyst.
36. (ii) Assessment Boundary. Assessment is limited to explaining the result of changing one condition at a time in a simple reaction in which there are only two reactants.
37. (iii) Science and Engineering Practices. Constructing Explanations. Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
38. (iv) Disciplinary Core Ideas. Chemical Reactions.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 rearrangement 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.
39. (v) Crosscutting Concepts. Cause and Effect. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
40. (F) Performance expectation 6. Refine the design of a chemical system by specifying a change in conditions that would affect the amounts of reactants or products at equilibrium.
41. (i) Clarification Statement. Emphasis is on the qualitative application of Le Châtelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic scale and what happens at the microscopic scale. Designs may include ways to achieve the desired effect on a system at equilibrium by changing temperature, pressure, and/or adding or removing reactants or products.
42. (ii) 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.
43. (iii) Science and Engineering Practices. Designing Solutions. Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade off considerations.
44. (iv) Disciplinary Core Ideas.
45. (I) Chemical Reactions. 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.
46. (II) Optimizing the Design Solution. 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 (trade-offs) may be needed.
47. (v) Crosscutting Concepts. Stability and Change. Much of science deals with constructing explanations of how things change and how they remain stable.
48. (G) Performance expectation 7. Use mathematical representation to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
49. (i) Clarification Statement. Mathematical representations could include balanced chemical equations that represent the laws of conservation of mass and constant composition (definite proportions), and mass-to-mass stoichiometry. The mole concept and stoichiometry are used to show proportional relationships between masses of reactants and products.
50. (ii) Assessment Boundary. Assessment does not include complex chemical reactions. Emphasis is on assessing students’ use of mathematical reasoning and does not include recall of mathematical equations and rote application of problem-solving techniques.
51. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical representations of phenomena to support claims.
52. (iv) Disciplinary Core Ideas. Chemical Reactions. 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.
53. (v) Crosscutting Concepts. Energy and Matter. The total amount of energy and matter in closed systems is conserved.
54. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.
55. (H) Performance expectation 8. Develop models to illustrate the changes in composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
56. (i) Clarification Statement. Emphasis is on qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. Examples of nuclear processes could include the formation of elements through fusion in stars, generation of electricity in a nuclear power plant, or the use of radioisotopes in nuclear medicine.
57. (ii) Assessment Boundary. Assessment does not include quantitative calculation of energy released (e.g., binding energy). Assessment is limited to alpha, beta, and gamma radioactive decay.
58. (iii) Science and Engineering Practices. Developing and Using Models. Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
59. (iv) Disciplinary Core Ideas. Nuclear Processes.
60. (I) Nuclear processes, including fusion, fission, and radioactive decay of unstable nuclei, involve release or absorption of energy.
61. (II) The total number of neutrons plus protons does not change in any nuclear process.
62. (v) Crosscutting Concepts. Energy and Matter. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons are conserved.
63. (2) Motion and Stability: Forces and Interactions. Performance expectation 1. Communicate scientific and technical information about why the molecular level of designed materials determines how the material functions.
64. (A) Clarification Statement. Emphasis is on the attractive and repulsive forces at the molecular level that determine the material’s function. Examples could include why metals are used for electrical conductivity, why flexible but durable materials are composed of long chained molecules, and how pharmaceuticals are designed to interact with specific receptors. Scientific and technical information should focus on the molecular structures of specific designed materials and limit comparison to two substances of the same type.
65. (B) Assessment Boundary. Assessment is limited to provided molecular structures or specific designed materials.
66. (C) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Communicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including oral, graphical, textual, and mathematical).
67. (D) Disciplinary Core Ideas. 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.
68. (E) Crosscutting Concepts. Structure and Function. Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and the connections of components to reveal its function and/or solve a problem.
69. (3) Energy.
70. (A) Performance expectation 1. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
71. (i) Clarification Statement. Emphasis is on both qualitative and quantitative evaluations of devices. Sources of energy could include those from chemical or nuclear reactions. Examples of devices could include lemon or potato clocks, a voltaic cell (batteries), hand warmers, solar panels/solar ovens, and nuclear power generation through simulations. Examples of constraints placed on a device could include the cost of materials, types of materials available, having to use renewable energy, an efficiency threshold, and time to build and/or operate the device.
72. (ii) Assessment Boundary. Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
73. (iii) Science and Engineering Practices. Designing Solutions. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
74. (iv) Disciplinary Core Ideas.
75. (I) Definitions of Energy. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
76. (II) Defining and Delimiting an Engineering Problem. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
77. (III) Influence of Science, Engineering, and Technology on Society and the Natural World. Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
78. (v) Crosscutting Concepts. Energy and Matter. 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.
79. (B) Performance expectation 2. Plan and conduct an investigation to provide evidence that the transfer of energy between components in a closed system involves changes in energy dispersal and results in a more uniform energy distribution among the components in the system while total energy is conserved.
80. (i) Clarification Statement. Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the thermal energy changes both quantitatively and conceptually. Examples of investigations could include calorimetry (e.g., dissolving a substance in water, mixing two solutions, and combining two components) where students measure temperatures and calculate heat.
81. (ii) Assessment Boundary. Assessment is limited to investigations based on materials and tools provided to students. Assessment includes both quantitative and conceptual descriptions of energy change.
82. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct investigations 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; consider limitations on the precision of the data (e.g., number of trials, cost, risk, time); and refine the design accordingly.
83. (iv) Disciplinary Core Ideas. Conservation of Energy and Energy Transfer.
84. (I) Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
85. (II) Uncontrolled systems always evolve toward more stable states - that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than surrounding environments cool down).
86. (v) Crosscutting Concepts. Systems and System Models. When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
87. (4) Waves and Their Applications in Technologies for Information Transfer.
88. (A) Performance expectation 1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
89. (i) Clarification Statement. Emphasis is on using mathematical relationships (e.g., v = ƒλ) to understand different types of electromagnetic waves and how different media change the speed of waves. Examples of phenomena could include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, flame tests, fireworks, and the effects of light, such as causing sunburns, increasing kinetic energy of particles, and enabling electronic transmissions.
90. (ii) Assessment Boundary. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
91. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
92. (iv) Disciplinary Core Ideas.
93. (I) Wave Properties. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.
94. (II) Electromagnetic Radiation. When light or longer wavelength EM radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength EM radiation (e.g., ultraviolet, x-rays, gamma rays) can ionize atoms and cause damage to living cells. Photoelectric materials emit electrons when they absorb light of high enough frequency.
95. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
96. (B) Performance expectation 2. Develop an argument for how scientific evidence supports the explanation that electromagnetic radiation can be described either by the wave model or the particle model, and in some situations one model is more useful than the other.
97. (i) Clarification Statement. Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and the photoelectric effect.
98. (ii) Assessment Boundary.Assessment does not include using quantum theory.
99. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Evaluate the claims, evidence, andreasoning behind currently acceptedexplanations or solutions to determinethe merits of arguments.
100. (iv) Disciplinary Core Ideas.
101. (I) Wave Properties.

a. Waves can interfere (add or cancel) with one another as they cross, depending on their relative phase (e.g., relative position of peaks and troughs of the waves), but they emerge unaffected by each other.

b. Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two sounds can pass a location in different directions without getting mixed up.

1. (II) Electromagnetic Radiation. 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.
2. (v) Crosscutting Concepts. Systems and System Models. Models (e.g., physical, mathematical,computer) can be used to simulate systems and interactions, including energy, matter, and information flow within and between systems at different scales.
3. (vi) Connections to Scientific Literacy. Science Models, Laws, and Theories Explain Natural Phenomena. 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.

Added at 20 Ok Reg 159, eff 10-10-02 (emergency)

Added at 20 Ok Reg 821, eff 5-15-03

Amended at 28 Ok Reg 2264, eff 7-25-11

Amended at 31 Ok Reg 1195, eff 9-12-14

Amended at 38 Ok Reg 1754, eff 9-11-21

Amended at 42 Ok Reg, Number 21, effective 7-26-25