printable periodic table with mass charges ions

Use mathematical representations of phenomena to support claims.Simple computational simulations are created and used based on mathematical models of basic assumptions. Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data.

Using Mathematics and Computational Thinking

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Use a model to predict the relationships between systems or between components of a system.

Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: ĭevelop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* Īpply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

ĭevelop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. Ĭonstruct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. Students who demonstrate understanding can:

Printable periodic table with mass charges ions