Science Standards
Chemistry
Final
Hawaii School Districts
Prepared by Marzano & Associates
1
Chemistry Summary
Strand
Standard
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
1
2
3
3
3
4
4
5
5
5
Chemistry
Chemistry
Chemistry
Chemistry
Total
5
6
7
8
Topic
The Scientific Process
Science, Technology, and Society
Acids and Bases
Gasses and Their Properties
Temperature
Periodic Table
Nature of Matter
Molar Definition
Molar Conversion
Conservation of Matter and
Stoichiometry
Solutions
Energy and its Transformation
Chemical Changes
Energy Release
Number of
Elements
2
2
4
2
1
3
7
1
2
4
2
2
3
2
37
2
Topic: The Scientific Process
Strand: Chemistry
Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 performs an inquiry lab which is a problem based experiment
 makes observations, asks questions, forms a hypothesis, designs an
experiment, identifies independent and dependent variables, designs a data
table, tests the hypothesis, measures, analyzes the results, interprets trends/no
trends, draws conclusion, communicates results
 discusses possible revision of experimental design and proposes new
hypothesis in order to validate results
Level 3.5
Level 3.0
While engaged in tasks that involve the scientific process the student will:
 (SC.CH.1.1 and SC.CH.1.2) describe experiments that are part of the scientific
method (e.g., what happens when vinegar is added to baking soda) or describe
experiments that may not have turned out as expected but led to new
discoveries (e.g., invention of Post It, Teflon, synthetic dyes, etc.)
 (SC.CH.1.3 Through SC.CH1.9) design an experiment using components of
the scientific method (e.g., observation, hypothesis, design, data, analysis,
conclusion, re-design . . .)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o scientific method, hypothesis, theory, law
 performs basic processes such as:
o recalling and explaining the different components of the scientific method
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
3
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provided a problem-based experiment and ask students to design and carry out
their own experimental procedures.
 Ask students to provide a detailed one page plan of their hypothesis, detailed
procedure, data table, description of independent and dependent variables, etc.
 Ask students to prepare a report summary that includes a description of any trends
in the data, how the data was analyzed, detailed/organized data table(s), graph(s), and
a conclusion for the experiment.
 Ask students to propose a new hypothesis and add recommendations/suggestions
to improving analytical procedures to validate results (if needed).
Level 3.0
 Ask students to make a hypothesis based on a chemical reaction (ex. vinegar
added to baking soda) and discuss with students that all experiments may not turn
out as expected but they are not failures.
 In a skills lab, practice lab, ask students to make various types of measurements
and record observations, analyze results, draw conclusions, and communicate
results via written lab report.
Level 2.0
 Ask students to recognize or recall specific terminology, such as: scientific
method, hypothesis, theory, and law.
 Ask students to recall and explain the different components of the scientific
method.
4
Topic: Science, Technology, and Society
Strand: Chemistry
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and
society are interrelated.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 evaluates a current scientific advancement or emerging technology and
predicts its influence on society
 compares the risks and benefits of potential solutions to technological issues
and supports that perspective
Level 3.5
Level 3.0
While engaged in tasks involving science, technology, and society the student
will:
 (SC.CH.2.1) explain how scientific advancements and emerging technologies
have influenced society (e.g., silicon and semiconductors) and list its key
features and uses, and its possible impact on society (e.g. processing of
information through semiconductors for the advancement of knowledge)
 (SC.CH.2.2) compare the risks and benefits of potential solutions to
technological issues (e.g., compare risks and benefits [ in terms of the impact
on populations, resources, health, disease, environment] or compare
alternative solutions to a specific technological issue (e.g., pesticides)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o technology
o environment
o pollution
 performs basic processes such as:
o providing examples of the ways scientific advancements and emerging
technologies have influenced society
o describing the risks and benefits of potential solutions to technological
issues
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
5
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to select a sample of a current scientific advancement or emerging
technology and explain its influence on society.
 Ask students to debate the risks and benefits of potential solutions to
technological issues and take a stand to support that perspective.
Level 3.0
 Provide students with the example silicon and semiconductors and ask students
how these have influenced society and advanced scientific research.
 Ask students to compare the risks and benefits of potential solutions to
technological issues (e.g. discarding computer monitors and hard drives in land
fills) in terms on the impact of populations, resources, health, disease, and the
environment.
Level 2.0
 Ask students to recognize or recall specific terminology such as: technology,
environment, and pollution.
 Ask students to provide examples of the ways scientific advancements and
emerging technologies have influenced society.
 Ask students to describe the risks and benefits of potential solutions to
technological issues (e.g. discarding computer monitors and hard drives in land
fills) in terns on the impact of populations, resources, health, disease, and the
environment.
6
Topic: Acids and Bases
Strand: Chemistry
Standard 3: PROPERTIES OF MATTER: Understand different states of matter
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares the properties of acids, bases, and salt solutions
 uses the pH scale to compare acid and base solutions and their practical
applications
 calculates the pH from the hydrogen-ion concentration and uses it to solve
problems
 analyzes how buffers stabilize pH in acid-base reactions
Level 3.5
Level 3.0
While engaged in tasks involving acids and bases the student will:
 (SC.CH.3.1) explain the properties of acids, bases, and salt solutions (describe
the properties of acids, bases, and salt solutions (e.g., conductivity, reaction
with indicator like litmus paper, pH of solution formed by a given salt))
 (SC.CH.3.2) use the pH scale to characterize acid and base solutions (use the
pH scale to determine the acidity or basicity of a solution)
 (SC.CH.3.3) calculate the pH from the hydrogen-ion concentration (computes
the pH of a solution given its hydrogen-ion concentration)
 (SC.CH.3.4) explain that buffers stabilize pH in acid-base reactions (describe
various buffer systems (e.g., blood) that stabilize pH)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o mole
o balanced chemical equations
o stoichiometry
o solutions
o ionization
o molarity
o strong and weak acids
o strong and weak bases
o neutral
o pH
o neutralization
o titration
o equilibrium
o constant
o buffer solution
 performs basic processes such as:
o recognizing or recalling the properties of acids, bases, and salt solutions
o using the pH scale to identify acid and base solutions
o describing how the pH is calculated from the hydrogen-ion concentration
o recognizing or recalling accurate statements about buffers as stabilizing
pH in acid-base reactions
7
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
8
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare the properties of acids, bases, and salt solutions.
 Ask students to explain the significance of the self-ionization of water and how
pH is used to measure the acidity or basicity of solutions.
 Ask students to perform calculations using pH, concentration of H3O+,
concentration of OH-, and Kw.
 Ask students to describe the components of a buffer solution, and explain how a
buffer solution resists changes in pH.
Level 3.0
 Provide students with litmus paper and ask them to compare the reactions against
color changes to acid, bases, and salt solutions.
 Provide students with litmus paper and ask them to characterize the acid and base
solutions with the pH scale.
 Ask students to compute the pH of a solution given its hydrogen–ion
concentration.
 Ask students to describe the various buffer systems (e.g., blood) that stabilize
blood.
Level 2.0
 Ask students to recognize or recall specific terminology such as: mole, balanced
chemical equations, stoichiometry, solutions, ionization, molarity, strong and weak acids,
strong and weak bases, neutral, pH, neutralization, titration, equilibrium, constant, and
buffer solution.
 Ask students to recognize or recall the properties of acids, bases, and salt solutions.
 Ask students to use the pH scale to identify acid and base solutions.
 Ask students to describe how the pH is calculated from the hydrogen-ion
concentration.
 Ask students to recognize accurate statements about buffers as stabilizing pH in acidbase reactions.
9
Topic: Gases and Their Properties
Strand: Chemistry
Standard 3: PROPERTIES OF MATTER: Understand different states of matter
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 uses gas laws to solve real world problems involving pressure, volume, and
temperature of any amount of an ideal gas or any mixture of ideal gases using
PV=nRT
 analyzes the diffusion of gases using the Kinetic Molecular Theory of Matter
Level 3.5
Level 3.0
While engaged in tasks involving gases and their properties the student will:
 (SC.CH.3.5) apply gas laws to relationships between pressure, volume, and
temperature of any amount of an ideal gas or any mixture of ideal gases using
PV = nRT (use gas laws (e.g., Charles’, Boyles’, Avogadro’s, Dalton’s) to
solve problems involving relationships between pressure, volume,
temperature, and amount of an ideal gas or a mixture of ideal gases using PV
= nRT)
 (SC.CH.3.6) explain the diffusion of gases using the Kinetic Molecular
Theory of Matter (describe the diffusion of gases within a closed system (e.g.,
effect of mass, effect of concentration) using the Kinetic Molecular Theory of
Matter)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o states of matter
o kinetic energy
o heat
o temperature
o the mole
o chemical equations
o stoichiometry
o pressure
o Newton
o Pascal
o standard temperature and pressure
o kinetic-molecular theory
o Boyles’, Charles’, Avogradros’, Daltons’, Ideal gas laws
o diffusion
o effusion
 performs basic processes such as:
o describing gas laws in relation to pressure, volume, and temperature of
any amount of an ideal gas or any mixture of ideal gases using PV = nRT
o recognizing or recalling accurate statements about the Kinetic Molecular
Theory of Matter as a way to explain diffusion of gases
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Partial knowledge of the simpler details and processes but major errors or omissions
10
Level 1.0
Level 0.0
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
11
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Provide real world issues and ask students to develop the mathematical
relationship between pressure, volume, temperature, and amount of the gas by
means of the gas pressure (PV=nRT), to solve these problems.
 Ask students to apply their knowledge of reaction stoichiometry to solve
stoichiometry problems.
Level 3.0
 Provide students with the formula PV=nRT and ask students to solve problems
involving relationships between pressure, volume, and temperature.
 Ask students to explain the diffusion of gases using the Kinetic Molecular Theory
of Matter.
Level 2.0
 Ask students to recognize or recall specific terminology such as: states of matter,
kinetic energy, heat, temperature, the mole, chemical equations, stoichiometry,
pressure, Newton, Pascal, standard temperature and pressure, kinetic-molecular
theory, Boyle’s law, Charles’s law, Avogadro’s law, Dalton’s law, Ideal gas laws,
diffusion, and effusion.
 Ask students to describe gas laws in relation to pressure, volume, and temperature
of any amount of an ideal gas or any mixture of ideal gases using PV-nRT.
 Ask students to recognize accurate statements about the Kinetic Molecular Theory
of Matter as a way to explain diffusion of gases.
12
Topic: Temperature
Strand: Chemistry
Standard 3: PROPERTIES OF MATTER: Understand different states of matter
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 converts between Celsius and Kelvin temperature scales with correct
computations
Level 3.5
Level 3.0
While engaged in tasks involving temperature the student will:
 (SC.CH.3.7) convert between Celsius and Kelvin temperature scales
(calculates the degrees Celsius given a temperature in Kelvin)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o rounding
o problem solving
o SI units
o energy
o heat
o kinetic energy
o Celsius
o Kelvin
o specific heat
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that 0 Kelvin is
equal to – 273.15 degree Celsius
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
13
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to solve a variety of problems and show each required step in the
conversion between Celsius and Kelvin temperature scales with correct
computations.
Level 3.0
 Ask students to convert between Celsius and Kelvin temperature scales given a
temperature in Kelvin.
Level 2.0
 Ask students to recognize or recall specific terminology such as: rounding, problem
solving, SI units, energy, heat, kinetic energy, Celsius, Kelvin, specific heat.
 Ask students to recognize accurate statements about the fact that 0 Kelvin is equal to
–273.15 degrees Celsius.
14
Topic: Periodic Table
Strand: Chemistry
Standard 4: ATOMIC STRUCTURE AND BONDING: Understand properties of
the periodic table, atoms, and bond formation.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares the properties of elements and predicts which column a given
element should be placed in and analyze metals, semimetals, nonmetals, and
halogens
 identifies and explains, with detail, the essential characteristics of alkali
metals, alkaline earth metals and transition metals, trends in ionization energy,
electronegativity, and the relative sizes of ions and atoms
 uses the periodic table to determine the number of valence electrons of an
element with no errors
Level 3.5
Level 3.0
While engaged in tasks involving the periodic table the student will:
 (SC.CH.4.1) explain how columns in the periodic table represent elements
with common properties and identify metals, semimetals, nonmetals, and
halogens (describe how the elements within a column of the periodic table
share metallic nature, valence electrons, and a common oxidation state)
 (SC.CH.4.2) identify the essential characteristics of alkali metals, alkaline
earth metals, and transition metals, trends in ionization energy,
electronegativity, and the relative sizes of ions and atoms (explain that
characteristics of alkali metals, alkaline earth metals, and transition metals
reflect the overall trends in ionization energy, electronegativity, atomic
radius, and ionic radius within the periodic table)
 (SC.CH.4.3) use the periodic table to determine the number of valence
electrons of an element (use the periodic table to determine the number of
valence electrons in sodium, oxygen, copper, iron, and gold)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o chemical and physical properties
o composition of matter
o nuclear structure
o atomic number
o electron configuration
o periodic law
o valence electrons
o group
o period
o alkali metal
o alkaline-earth metals
o halogen
o noble gases
o transition metals
15
o lanthanide
o actinide
o alloy
o ionization energy
o electronegativity
o nuclear reactions
 performs basic processes such as:
o describing basic features of the periodic table (e.g., columns represent
elements with common properties)
o defining alkali metals, alkaline earth metals, and transition metals
o recalling the number of valence electrons of two or more common
elements
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
16
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare the properties of elements and predict which column a
given element should be placed in and analyze metals, semimetals, nonmetals,
and halogen.
 Ask students to identify and explain, with detail, the essential characteristic of
alkali earth metals and transition metals, trends in ionization energy,
electronegativity, and the relative sizes of atoms.
 Ask students to use the periodic table and determine the number of valence
electrons.
Level 3.0
 Ask students to describe how the elements within a column of the periodic table
share metallic nature, valence electrons, and a common oxidative state.
 Ask students to explain the characteristics of alkali metals, alkaline earth metals,
and transition metals reflect the overall trends in ionization energy,
electronegativity, atomic radius, and ionic radius within the periodic table.
 Ask students to use the periodic table to determine the number of valence
electrons in sodium, oxygen, copper, iron and gold.
Level 2.0
 Ask students to recognize or recall specific terminology such as: chemical and
physical properties, composition of matter, nuclear structure, atomic number,
electron configuration, periodic law, valence electrons, group, period, alkali
metal, alkaline earth metals, halogen, noble gases, transition metals, lanthanide,
actinide, alloy, ionization energy, electronegativity, and nuclear reactions.
 Ask students to describe basic features of the periodic table (e.g., columns
represent elements with common properties).
 Ask students to define alkali metals, alkaline earth metals and transition metals.
 Ask students to recall the number of valence electrons of two or more common
elements.
17
Topic: Nature of Matter (1)
Strand: Chemistry
Standard 4: ATOMIC STRUCTURE AND BONDING: Understand properties of
the periodic table, atoms, and bond formation.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 analyzes the relative masses of the constituent particles of an atom
 solves problems involving spectral lines resulting from transitions of electrons
between energy levels and the corresponding photons with frequency related
to the energy spacing between levels, using Planck’s relationship (E=hv)
Level 3.5
Level 3.0
While engaged in tasks involving the nature of matter the student will:
 (SC.CH.4.4) explain that the nucleus of the atom is much smaller than the
atom, but contains most of its mass (describe the components of an atom in
terms of size, mass, and relative distance)
 (SC.CH.4.5) explain that spectral lines are the result of transitions of electrons
between energy levels and these lines correspond to photons with a frequency
related to the energy spacing between levels by using Planck’s relationship
(E=hv) (describe that spectral lines are the result of transitions of electrons
between energy levels, that these lines correspond to photons, and calculates
either the frequency or the energy of the photons using Planck’s relationship
(E=hv))
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o theories
o models
o matter
o elements
o compounds
o physical and chemical properties
o electrons, nucleus, protons, neutrons
o atomic number, mass number
o isotope
o orbital
o electromagnetic spectrum
o ground state, excited state
o quantum number
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that the nucleus
of the atom is much smaller than the atom and has mass
o recognizing or recalling accurate statements about the fact that spectral
lines are the result of transitions of electrons between energy levels
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
18
Level 1.0
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Level 0.0
Even with help, no understanding or skill demonstrated.
19
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to analyze the relative masses of the constituent particles of an atom.
 Ask students to solve problems involving spectral lines resulting from transitions
of electrons between energy levels and the corresponding photons with frequency
related to the energy spacing between levels, using Planck’s relationship (E-hv).
Level 3.0
 Ask students to describe the components of an atom in terms of size, mass, and
relative distance.
 Ask students to explain that spectral lines are the result of transitions of electrons
between energy levels and these lines correspond to photons with a frequency
related to the energy spacing between levels by using Plank’s relationship (E=hv).
Level 2.0
 Ask students to recognize or recall specific terminology such as: theories, models,
matter, elements, compounds, physical and chemical properties, electrons, nucleus,
protons, neutrons, atomic number, mass number, isotopes, orbital, electromagnetic
spectrum, ground state, excited state, and quantum number.
 Ask students to recognize accurate statements about the fact that the nucleus of the
atom is much smaller than the atom and has mass
 Ask students to recognize accurate statements about the fact that spectral lines are the
result of transitions of electrons between energy levels.
20
Topic: Nature of Matter (2)
Strand: Chemistry
Standard 4: ATOMIC STRUCTURE AND BONDING: Understand properties of
the periodic table, atoms, and bond formation.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 analyzes how atoms combine to form molecules by transferring or sharing the
outermost electrons to form covalent, ionic, or metallic bonds
 compares the chemical bonds between atoms in molecules, such as H2, CH4,
NH3, C2H4, N2, and C12 to chemical bonds in smaller molecules
 compares the movement and properties of atoms and molecules in liquids
Level 3.5
Level 3.0
While engaged in tasks involving the nature of matter the student will:
 (SC.CH.4.6) explain that atoms combine to form molecules by transferring or
sharing the outermost electrons to form covalent, ionic, or metallic bonds
(describe covalent, ionic, or metallic bonds in terms of valence electrons and
gives an example of each type of bond)
 (SC.CH.4.7) describe why the chemical bonds between atoms in molecules,
such as H2, CH4, NH3, C2H4, N2, C12, and many large biological molecules
are covalent (diagram the chemical bonds between atoms in molecules, such
as H2, CH4, NH3, C2H4, N2, C12)
 (SC.CH.4.8) explain the movement and properties of atoms and molecules in
liquids (describe that liquids flow based on the properties of the atoms or
molecules within them)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o electron configuration
o periodic trends
o ionic bonds
o polyatomic ions
o molecular orbital
o bond lengths, bond energy
o nonpolar, polar
o dipole
o valence electron
o Lewis structure
o unshared pair
o single bond, double bond, triple bond
o resonance structure
o VSEPR theory
 performs basic processes such as:
o giving examples of the ways atoms might combine, such as forming
covalent, ionic, or metallic bonds
o giving examples of covalent bonds
o providing examples of properties of atoms and molecules in liquids
21
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
22
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to analyze how atoms combine to form molecules by transferring or
sharing the outer most electrons to form covalent, ionic, or metallic bonds.
 Ask students to compare the chemical bonds between atoms in molecules, such as
H2, CH4, NH3, C2H4, N2, and C12 to chemical bonds in smaller molecules.
 Ask students to compare the movement and properties of atoms and molecules in
liquid.
Level 3.0
 Ask students to describe covalent, ionic, or metallic bonds in terms of valence
electrons and gives an example of each type of bond.
 Ask students to diagram the chemical bonds between atoms in molecules, such as
H2, CH4, NH3, C2H4, N2, and C12.
 Ask students to describe that liquids flow based on the properties of atoms of
molecules within them.
Level 2.0
 Ask students to recognize or recall specific terminology such as: electron
configuration, periodic trends, ionic bonds, polyatomic ions, molecular orbital, bond
length, bond energy, nonpolar, polar, dipole, valence electron, Lewis structure, unshared
pair, single bond, double bond, triple bond, resonance structure, and VSEPR theory.
 Ask students to give examples of the ways atoms might combine, such as forming
covalent, ionic, or metallic bonds.
 Ask students to give examples of covalent bonds.
 Ask students to provide examples of properties of atoms and molecules in liquids.
23
Topic: Nature of Matter (3)
Strand: Chemistry
Standard 4: ATOMIC STRUCTURE AND BONDING: Understand properties of
the periodic table, atoms, and bond formation.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares how electronegativity and ionization energy relate to bond
formation
 compares physical properties of substances based on the strength of molecular
attractions
Level 3.5
Level 3.0
While engaged in tasks involving the nature of matter the student will:
 (SC.CH.4.9) describe how electronegativity and ionization relate to bond
formation (explain how to tell the difference between a polar-covalent vs.a
non-polar bond based on the properties of electronegativity and ionization
energy)
 (SC.CH.4.10) identify and explain physical properties of substances based on
the strength of molecular attractions (explain that the strength of
intermolecular attractions (e.g., dispersion forces, dipole-dipole interactions,
hydrogen bonding), for a given substance, determine its melting point, boiling
point, and volatility)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o atomic structure
o electron configuration
o octet rule
o ion
o cation, anion
o polyatomic ions
o valence electrons
o periodic trends
 performs basic processes such as:
o recognizing or recalling accurate statements about how electronegativity
and ionization energy relate to bond formation
o recognizing or recalling accurate statements about how physical properties
of substances are affected by the strength of molecular attractions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
24
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare how electronegativity and ionization energy relate to
bond formation.
 Ask students to compare physical properties of substances based on the strength
of molecular attractions.
Level 3.0
 Ask students to explain how to tell the difference between a polar-covalent vs. a
non –polar bond based on the properties of electronegativity and ionization
energy.
 Ask students to explain the strength of intermolecular attractions (e.g. dispersion
forces, dipole-dipole interactions, hydrogen bonding) for a given substance.
Level 2.0
 Ask students to recognize atomic structure, electron configuration, octet rule, ion,
cation, anion, polyatomic ions, valence electrons, and periodic trends.
 Ask students to recognize accurate statements about how electronegativity and
ionization energy relate to bond formation.
 Ask students to recognize accurate statements about how physical properties of
substances are affected by the strength of molecular attractions.
25
Topic: Molar Definition
Strand: Chemistry
Standard 5: Chemical Reactions: Understand the nature of chemical interactions
and solutions.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 examines how the quantity of one mole is set (e.g. defining one mole of
carbon 12 atoms to have a mass of exactly 12 grams) and applies its properties
to solve problems (e.g. one mole is 6.02 x 1023 particles (atoms or
molecules))
Level 3.5
Level 3.0
While engaged in tasks involving molar definition the student will:
 (SC.CH.5.1) explain how the quantity of one mole is set (e.g., defining one
mole of carbon 12 atoms to have a mass of exactly 12 grams) and describe its
properties (e.g., one mole is 6.02 x 1023 particles (atoms or molecules)
(explain why one mole is 6.02 x 1023 particles of a substance)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o matter
o elements
o compounds
o physical and chemical properties
o atomic mass
o mole
o molar mass
o atoms
o Avogadro’s number
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that one mole
of carbon 12 atoms has a mass of exactly 12 grams and identify its
properties (e.g., one mole is 6.02 x 1023 particles (atoms or molecules))
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
26
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to examine how the quantity of one mole is set (e.g. defining one
mole of carbon 12 atoms to have a mass of exactly 12 grams) and apply its
properties to solve problems (e.g. one mole is 6.02 x 1023 particles (atoms or
molecules).
Level 3.0
 Ask students to explain why one mole is 6.02 x 1023 particles of a substance.
Level 2.0
 Ask students to recognize or recall specific terminology such as: matter, elements,
compounds, physical and chemical properties, atomic mass, mole, molar mass,
atoms, and Avogadro’s number.
 Ask students to recognize accurate statements about the fact that one mole of
carbon 12 atoms has a mass of exactly 12 grams and identify its properties (e.g.,
one mole is 6.02 x 1023 particles (atoms or molecules)).
27
Topic: Molar Conversion
Strand: Chemistry
Standard 5: Chemical Reactions: Understand the nature of chemical interactions
and solutions.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 calculates the number of moles needed to produce a given gas, volume, mass,
and/or number of moles of a product given a chemical equation with correct
computations
 determines the molar mass of a molecule from its chemical formula and a
table of atomic masses and converts the mass of a molecular substance to
moles, number of particles, or volume of gas at a standard temperature and
pressure with correct computations
Level 3.5
Level 3.0
While engaged in tasks involving molar conversion the student will:
 (SC.CH.5.2) calculate the number of moles needed to produce a given gas,
volume, mass, and/or number of moles of a product given a chemical equation
(compute how many moles are needed to produce a certain amount of product
in terms of volume, mass, and moles, from a given chemical equation)
 (SC.CH.5.3) determine the molar mass of a molecule from its chemical
formula and a table of atomic masses and convert the mass of a molecular
substance to moles, number of particles, or volume of gas at a standard
temperature and pressure (calculate the molar mass of a molecule given its
chemical formula and a periodic table and use the molar mass to convert a
given amount of the substance to moles, number of particles, or volume of gas
at a standard temperature and pressure)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o matter
o elements
o compounds
o physical and chemical properties
o atomic mass
o mole
o molar mass
o atoms
o Avogadro’s number
 performs basic processes such as:
o recognizing the correct number of moles when provided a chemical
equation and possible solutions
o recognizing the correct molar mass of a molecule when provided a
chemical formula and possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
28
Level 1.0
Level 0.0
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
29
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to calculate the number of moles needed to produce a given gas,
volume, mass and/or number of moles of a product given a chemical equation
with correct computations.
 Ask students to determine the molar mass of a molecule from its chemical
formula and a table of atomic masses and convert the mass of a molecular
substance to moles, number of particles, or volume of gas at a standard
temperature and pressure with correct computations.
Level 3.0
 Ask students to compute how many moles are needed to produce a certain amount
of product in terms of volume, mass, and moles, from a given chemical equation.
 Ask students to calculate the molar mass of molecule given its chemical formula
and a periodic table and use the molar mass to convert a given amount of the
substance to moles, number of particles, or volume of gas at a standard
temperature and pressure.
Level 2.0
 Ask students to recognize or recall specific terminology such as: matter, elements,
compounds, physical and chemical properties, atomic mass, mole, molar mass,
atoms, and Avogadro’s number.
 Ask students to identify the correct number of moles when provided a chemical
equation and possible solutions.
 Ask students to identify the correct molar mass of a molecule when provided a
chemical formula and possible solutions.
30
Topic: Conservation of Matter and Stoichiometry
Strand: Chemistry
Standard 5: Chemical Reactions: Understand the nature of chemical interactions
and solutions.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 writes balanced equations to describe chemical reactions with correct
computations
 determines the masses of reactants and products in a chemical reaction from
the mass of one of the reactants or products and the relevant atomic masses
with correct computations
 balances reactions that involve oxidation and reduction with correct
computations
 uses laboratory investigations to demonstrate the principle of conservation of
mass and applies it to real world problems
Level 3.5
Level 3.0
While engaged in tasks involving the conservation of matter and
stoichiometry the student will:
 (SC.CH.5.4) write balanced equations to describe chemical reactions (write
and balance chemical equations to represent synthesis, decomposition, single
replacement, and double replacement reactions)
 (SC.CH.5.5) determine the masses of reactants and products in a chemical
reaction from the mass of one of the reactants or products and the relevant
atomic masses (calculate the mass of reactant required or the mass of product
produced from the mass of one of the reactants or products in a given
chemical equation)
 (SC.CH.5.6) balance reactions that involve oxidation and reduction (balance
the overall oxidation and reduction reaction in photosynthesis)
 (SC.CH.5.7) use laboratory investigations to demonstrate the principle of
conservation of mass (use a laboratory investigation to verify that mass is
conserved in a chemical reaction)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o reactants and products
o ions
o naming substances
o chemical formulas
o coefficients
o balancing chemical equations
o conversion factors
o significant figures
o molar masses
o density
 performs basic processes such as:
o recognizing balanced equations when provided a chemical reaction and
31
possible solutions
recognizing the correct mass of reactant required or mass of product
produced when provided a chemical equation and possible solutions
o recognizing or recalling examples of balanced reactions that involve
oxidation and reduction
o explaining the principle of conservation of mass
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
o
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
32
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to write balanced equations to describe chemical reactions with
correct computations.
 Ask students to determine the masses of reactants and products in a chemical
reaction from the mass of one of the reactants or products and the relevant atomic
masses with correct computations.
 Ask students to balance reactions that involve oxidation and reduction with
correct computations.
 Ask students to use laboratory investigations to demonstrate the principle of
conservation of mass and apply it to real world problems.
Level 3.0
 Ask students to write and balance chemical equations to represent synthesis,
decomposition, single replacement, and double replacement reactions.
 Ask students to calculate the mass of reactant required or the mass of product
produced from the mass of one of the reactants or products in a given chemical
equation.
 Ask students to balance the overall oxidation and reduction reaction in
photosynthesis.
 Ask students to use a laboratory investigation to verify that mass is conserved in a
chemical reaction.
Level 2.0
 Ask students to recognize or recall specific terminology such as: reactants and
products, ions, naming substances, chemical formulas, coefficients, balancing
chemical equations, conversion factors, significant figures, molar masses, and
density.
 Ask students to identify balanced equations when provided a chemical reaction
and possible solutions.
 Ask students to identify the correct mass of reactants required or mass of product
produced when provided a chemical equation and possible solutions.
 Ask students to recognize examples of balanced reactions that involve oxidation
and reduction.
 Ask students to explain the principle of conservation of mass.
33
Topic: Solutions
Strand: Chemistry
Standard 5: Chemical Reactions: Understand the nature of chemical interactions
and solutions.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 designs experiments to distinguish pure substances and mixtures based on
physical properties (e.g. boiling point, and density)
 calculates the concentration of a solute in terms of molarity, parts per million,
grams per liter, and percent composition with correct computations
Level 3.5
Level 3.0
While engaged in tasks involving solutions the student will:
 (SC.CH.5.8) distinguish between pure substances and mixtures based on
physical properties (e.g., boiling point, melting point, and density) (classify a
group of unknown substances as pure or mixtures based on boiling points,
melting points, and density)
 (SC.CH.5.9) calculate the concentration of a solute in terms of molarity, parts
per million, grams per liter, and percent composition (compute the
concentration of a solute in terms of molarity from parts per million)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o ions and ionic compounds
o solution
o suspension
o solvent
o solute
o colloids
o concentration
o molarity
o solubility
o conductivity
 performs basic processes such as:
o providing examples of pure substances and mixtures based on boiling
point, melting point, or density
o explaining the concentration of a solute in terms of molarity, parts per
million, grams per liter, or percent composition
o recognizing or recalling examples of molecular structures and properties
of water
o measuring the amount of moles of a given substance
o recognizing or recalling accurate statements about boiling and freezing
points
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
34
Level 0.0
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
35
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to design experiments to distinguish pure substances and mixtures
based on physical properties (e.g. boiling point, and density).
 Ask students to calculate the concentration of a solute in terms of molarity, parts
per million, grams per liter, and percent composition with correct computations.
Level 3.0
 Ask students to classify a group of unknown substances as pure or mixtures based
on boiling points, melting points, and density.
 Ask students to compute the concentration of a solute in terms of molarity from
parts per million.
Level 2.0
 Ask students to recognize or recall terminology such as: ions and ionic
compounds, solution, suspension, solvent, solute, colloids, concentration,
molarity, solubility and conductivity.
 Ask students to provide examples of pure substances and mixtures based on
boiling point, melting point, or density.
 Ask students to explain the concentration of a solute in terms of molarity, parts
per million, grams per liter, or percent composition.
 Ask students to recognize examples of molecular structures and properties of
water.
 Ask students to measure the amount of moles of given substances.
 Ask students to recognize accurate statements about boiling and freezing points.
36
Topic: Energy and its Transformation
Strand: Chemistry
Standard 6: CHEMICAL THERMODYNAMICS: Understand and apply the laws
of thermodynamics.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 explains how chemical processes either absorb or release thermal energy
 uses known values of specific heat and latent heat of phase change to solve
multi-step problems involving heat flow and temperature with correct
computations
Level 3.5
Level 3.0
While engaged in tasks involving energy and its transformation the student
will:
 (SC.CH.6.1) explain that chemical processes either absorb (endothermic) or
release (exothermic) thermal energy (describe that the transfer of thermal
energy is involved in all chemical reactions)
 (SC.CH.6.2) use known values of specific heat and latent heat of phase change
to solve problems involving heat flow and temperature (use known values of
specific heat to solve problems involving heat flow and temperature change of
various substances (e.g., water, aluminum, steel) and use known values of
latent heat of phase change to solve problems involving heat flow and phase
change between states of matter)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o energy
o physical change
o chemical change
o evaporation
o endothermic, exothermic
o law of conservation of energy
o heat
o kinetic energy
o temperature
o specific heat
o latent heat
 performs basic processes such as:
o providing examples of chemical processes that either absorb or release
thermal energy
o recognizing correct solutions to problems involving heat flow and
temperature when provided known values of specific heat or latent heat of
phase change and possible solutions
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
37
Level 0.0
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
38
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to explain how chemical processes either absorb or release thermal
energy.
 Ask students to use known values of specific heat and latent heat of phase change
to solve multi-step problems involving heat flow and temperature with correct
computations.
Level 3.0
 Ask students to describe that the transfer of thermal energy is involved in all
chemical reactions.
 Ask students to use known values of specific heat to solve problems involving
heat flow and temperature change of various substances (e.g., water, aluminum,
steel) and use known values of latent heat of phase change to solve problems
involving heat flow and phase change between states of matter.
Level 2.0
 Ask students to recognize or recall specific terminology such as: energy, physical
change, chemical change, evaporation, endothermic, exothermic, law of
conservation of energy, heat, kinetic energy, temperature, specific heat and latent
heat.
 Ask students to provide examples of chemical processes that either absorb or
release thermal energy.
 Ask students to identify correct solutions to problems involving heat flow and
temperature when provided known values of specific heat or latent heat of phase
change and possible solutions.
39
Topic: Chemical Changes
Strand: Chemistry
Standard 7: CHEMICAL REACTION RATES: Understand the nature of how
reaction rates are affected.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares reaction rates quantitatively when affected by changes in
concentration and qualitatively when affected by temperature and surface area
 compares catalysts that increase reaction rates
 explains the concept of dynamic equilibrium by applying it to a real world
example
Level 3.5
Level 3.0
While engaged in tasks involving chemical changes the student will:
 (SC.CH.7.1) describe how reaction rates are quantitatively affected by
changes of concentration and qualitatively by changes of temperature and
surface area (explain how reaction rates are quantitatively affected by changes
of concentration (e.g., rate laws, reaction order) and qualitatively affected by
changes of temperature and surface area)
 (SC.CH.7.2) describe how a catalyst increases reaction rates (explain how an
enzyme increases the rate of a reaction within the human body)
 (SC.CH.7.3) explain the concept of dynamic equilibrium (describe that
equilibrium is an ongoing process as opposed to a one time occurrence)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o ions, ionic compound
o the mole
o chemical equations
o endothermic and exothermic reactions
o effects of temperature, pressure, volume, and amounts of gases
o solution
o chemical equilibrium
o equilibrium constant
o Keq
o solubility product constant
o Ksp
o stoichiometry
o energy changes in chemical reactions
o concentration of solutions
o reaction rates
o activation energy
o catalyst
o enzyme
 performs basic processes such as:
o giving an example of how a substance’s reaction rate might change due to
a change in concentration, temperature, or surface area
40
o providing examples of catalysts that increase reaction rates
o recognizing or recalling examples of dynamic equilibrium
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
41
Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare reaction rates quantitatively when affected by changes in
concentration and qualitatively when affected by temperature and surface area.
 Ask students to compare catalysts that increase reaction rates.
 Ask students to explain the concept of dynamic equilibrium by applying it to a
real world example.
Level 3.0
 Ask students to explain how reaction rates are quantitatively affected by changes
of concentration (e.g., rate laws, reaction order) and qualitatively affected by
changes of temperature and surface area.
 Ask students to explain how an enzyme increases the rate of a reaction within the
human body.
 Ask students to describe that equilibrium is an ongoing process as opposed to a
one time occurrence.
Level 2.0
 Ask students to recognize or recall terminology such as: ions, ionic compounds,
mole, chemical equations, endothermic and exothermic reactions, temperature,
pressure, volume, gases, solution, chemical equilibrium, equilibrium constant,
Keq, solubility product constant, Ksp, stoichiometry, energy changes in chemical
reactions, concentration of solutions, reaction rates, activation energy, catalyst,
and enzyme.
 Ask students to give an example of how a substance’s reaction rate might change
due to a change in concentration, temperature, or surface area.
 Ask students to provide examples of catalysts that increase reaction rates.
 Ask students to recognize examples of dynamic equilibrium.
42
Topic: Energy Release
Strand: Chemistry
Standard 8: NUCLEAR REACTIONS AND ENERGY: Understand the properties
of nuclear energy.
Level 4.0
In additions to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares the energy release in nuclear fission or fusion reactions to the
energy release in chemical reactions and determines how the change in
mass is small but significant in nuclear reactions
 determines the amount of radioactive substance remaining after an integral
number of half-lives have passed with correct computations
Level 3.5
Level 3.0
While engaged in tasks involving energy release the student will:
 (SC.CH.8.1) describe how the energy release per gram of material is much
larger in nuclear fission or fusion reactions than in chemical reactions and how
the change in mass is small but significant in nuclear reactions (explain how
nuclear reactions convert a very small amount of mass into a large amount of
energy using E=mc2)
 (SC.CH.8.2) determine the amount of radioactive substance remaining after an
integral number of half-lives have passed (calculate the amount of a specific
radioactive substance remaining after a given number of half-lives have
passed)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o proton, neutron
o atomic number, mass number
o isotope
o nucleons
o nuclide
o strong force
o mass defect
o radioactivity
o beta particles
o gamma ray
o nuclear fission
o chain reaction
o critical mass
o nuclear fusion
o half-life
 performs basic processes such as:
o providing examples of nuclear fission or fusion reactions and chemical
reactions and recalling that the change in mass is smaller in nuclear
reactions
o recognizing the correct amount of radioactive substance remaining when
provided the number of half-lives that have passed and possible solutions
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However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
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Sample Tasks for Levels 4.0, 3.0 & 2.0
Level 4.0
 Ask students to compare the energy release in nuclear fission or fusion reactions
to the energy release in chemical reactions and determine how the change in mass
is small but significant in nuclear reactions.
 Ask students to determine the amount of radioactive substance remaining after an
integral number of half-lives have passed with correct computations.
Level 3.0
 Ask students to explain how nuclear reactions convert a very small amount of
mass into a large amount of energy using E = mc2.
 Ask students to calculate the amount of a specific radioactive substance remaining
after a given number of half-lives have passed.
Level 2.0
 Ask students to recognize or recall specific terminology such as: proton, neutron,
atomic number, mass number, isotope, nucleons, nuclide, strong force, mass
defect, radioactivity, beta particles, gamma ray, nuclear fission, chain reaction,
critical mass, nuclear fusion, and half-life.
 Ask students to provide examples of nuclear fission or fusion reactions and
chemical reactions and recall that the change in mass is smaller in nuclear
reactions.
 Ask students to identify the correct amount of radioactive substance remaining
when provided the number of half-lives that have passed and possible solutions.
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