2016 MA STE Topic Strand Map: STATES OF MATTER -- PHASE CHANGE (April 2016) Please direct comments, suggested edits, and questions to: mathsciencetech@doe.mass.edu. The standards and strand maps are available at: www.doe.mass.edu/stem/review.html (*) denotes integration of technology/engineering through a practice or core idea. Concept: 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. IncomingConnection from K-PS1-1 (MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons, or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. Concept: ELA W.4.2 OutgoingConnection to 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundaries: State assessment will be limited to analysis of kinetic energy. Accounting for mass, quantitative measures of changes in the speed of an object, or on any precise or quantitative definition of energy is not expected instate assessment. Concept: ELA L.PK.MA.1.d OutgoingConnection to PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. OutgoingConnection to K-PS1-1 (MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons, or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. IncomingConnection from ELA L.PK.MA.1.d IncomingConnection from PreK-PS1-4(MA). Recognize through investigation that physical objects and materials can change under different circumstances. Clarification Statement: Changes include building up or breaking apart, mixing, dissolving, or changing state. Concept: 5-PS1-2. Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. IncomingConnection from Math 4.MD.1; 5.G.2 IncomingConnection from 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. Concept: 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. IncomingConnection from ELA WHST.6-8.1 IncomingConnection from 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. Concept: HS-PS1-5. Construct an explanation based on kinetic molecular theory for why varying conditions influences the rate of a chemical reaction or a dissolving process. Design and test ways to slow down or accelerate rates of processes (chemical reactions or dissolving) by altering various conditions.* Clarification Statements: Explanations should be based on three variables in collision theory: (a) quantity of collisions per unit time, (b) molecular orientation on collision, and (c) energy input needed to induce atomic rearrangements. Conditions that affect these three variables include temperature, pressure, concentrations of reactants, agitation, particle size, surface area, and addition of a catalyst. State Assessment Boundary: State Assessment will be limited to simple reactions in which there are only two reactants and to specifying the change in only one variable at a time. IncomingConnection from 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. IncomingConnection from ELA WHST.9-10.2 Concept: 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. OutgoingConnection to HS-PS1-5. Construct an explanation based on kinetic molecular theory for why varying conditions influences the rate of a chemical reaction or a dissolving process. Design and test ways to slow down or accelerate rates of processes (chemical reactions or dissolving) by altering various conditions.* Clarification Statements: Explanations should be based on three variables in collision theory: (a) quantity of collisions per unit time, (b) molecular orientation on collision, and (c) energy input needed to induce atomic rearrangements. Conditions that affect these three variables include temperature, pressure, concentrations of reactants, agitation, particle size, surface area, and addition of a catalyst. State Assessment Boundary: State Assessment will be limited to simple reactions in which there are only two reactants and to specifying the change in only one variable at a time. OutgoingConnection to HS-PS2-8(MA). Use kinetic molecular theory to compare the strengths of electrostatic forces and the prevalence of interactions that occur between molecules in solids, liquids, and gases. Use the combined gas law to determine changes in pressure, volume, and temperature in gases. IncomingConnection from 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundaries: State assessment will be limited to analysis of kinetic energy. Accounting for mass, quantitative measures of changes in the speed of an object, or on any precise or quantitative definition of energy is not expected instate assessment. IncomingConnection from 6.MS-PS1-7(MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials. IncomingConnection from 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. Concept: Math 7.EE.4 OutgoingConnection to HS-PS2-8(MA). Use kinetic molecular theory to compare the strengths of electrostatic forces and the prevalence of interactions that occur between molecules in solids, liquids, and gases. Use the combined gas law to determine changes in pressure, volume, and temperature in gases. Concept: K-PS1-1 (MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons, or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. OutgoingConnection to 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. OutgoingConnection to 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. IncomingConnection from PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: Math 4.MD.1; 5.G.2 OutgoingConnection to 5-PS1-2. Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. Concept: PreK-PS1-4(MA). Recognize through investigation that physical objects and materials can change under different circumstances. Clarification Statement: Changes include building up or breaking apart, mixing, dissolving, or changing state. OutgoingConnection to PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: ELA WHST.9-10.2 OutgoingConnection to HS-PS1-5. Construct an explanation based on kinetic molecular theory for why varying conditions influences the rate of a chemical reaction or a dissolving process. Design and test ways to slow down or accelerate rates of processes (chemical reactions or dissolving) by altering various conditions.* Clarification Statements: Explanations should be based on three variables in collision theory: (a) quantity of collisions per unit time, (b) molecular orientation on collision, and (c) energy input needed to induce atomic rearrangements. Conditions that affect these three variables include temperature, pressure, concentrations of reactants, agitation, particle size, surface area, and addition of a catalyst. State Assessment Boundary: State Assessment will be limited to simple reactions in which there are only two reactants and to specifying the change in only one variable at a time. Concept: Math 6.RP.3 OutgoingConnection to 6.MS-PS1-7(MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials. Concept: ELA WHST.6-8.1 OutgoingConnection to 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. Concept: Math K.MD.1 OutgoingConnection to 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. Concept: 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundaries: State assessment will be limited to analysis of kinetic energy. Accounting for mass, quantitative measures of changes in the speed of an object, or on any precise or quantitative definition of energy is not expected instate assessment. OutgoingConnection to 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. IncomingConnection from ELA W.4.2 Concept: 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. OutgoingConnection to 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. IncomingConnection from Math K.MD.1 Concept: HS-PS2-8(MA). Use kinetic molecular theory to compare the strengths of electrostatic forces and the prevalence of interactions that occur between molecules in solids, liquids, and gases. Use the combined gas law to determine changes in pressure, volume, and temperature in gases. IncomingConnection from 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. IncomingConnection from Math 7.EE.4 Concept: 6.MS-PS1-7(MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials. OutgoingConnection to 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. IncomingConnection from Math 6.RP.3 Concept: 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. OutgoingConnection to 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. IncomingConnection from K-PS1-1 (MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons, or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. Concept: 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment. OutgoingConnection to 8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium. OutgoingConnection to 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. OutgoingConnection to 5-PS1-2. Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. IncomingConnection from 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. IncomingConnection from 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper.