This page lists all Chemistry standards (right column). The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.
Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.
Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * include engineering practices and/or engineering core ideas.
Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).
Bundle Name
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Standard(s)
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Students can use the periodic table to identify, predict, and explain atomic properties (i.e., reactivity, number of electrons in outer energy level) and the outcome of chemical reactions based on where elements are located in the periodic table. Students then build on this knowledge to investigate and communicate how interactions of matter at the microscopic scale can determine bulk scale properties and functions.
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CH.PS1.1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
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CH.PS1.2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, knowledge of the patterns of chemical properties, and formation of compounds.
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CH.PS1.3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale level to infer the strength of electrical forces between particles.
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CH.PS2.6 Communicate scientific and technical information about why the molecular-level structure of designed materials determines how the material functions.*
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Chemical and nuclear processes can both transform matter. Students can use different types of models to illustrate these processes, including the conditions that affect these changes.
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CH.PS1.5 Apply scientific principles and evidence to provide an explanation about the effects of changing the conditions of the reacting particles on the rate at which a reaction occurs.
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CH.PS1.6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
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CH.PS1.7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
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CH.PS1.8 Develop 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.
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Students relate the release or absorption of energy (endothermic and exothermic processes) to the energy of forming and breaking bonds. The conservation of energy in a closed system is explained through energy transfer and transformation between components within the system. Students can plan and conduct investigations to demonstrate and explain how the transfer of thermal energy in a closed system results in a more uniform distribution of energy (second law of thermodynamics). Students can use this knowledge to design, build, and refine a device that transforms energy from one form to another to explain how energy is conserved and transferred.
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CH.PS1.4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
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CH.PS3.3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. *
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CH.PS3.4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy between components in a closed system involves energy changes in energy dispersal and heat content and results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
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Students identify and describe the characteristics of waves and use mathematical representations to show relationships between frequency, wavelength and speed of waves. Electromagnetic radiation can be described as a wave of changing electric and magnetic fields or as particles called photons. Students can develop arguments for when it is more useful to use the wave model or particle model for explaining different behaviors of electromagnetic radiation.
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CH.PS4.1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
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CH.PS4.3 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, in some situations one model is more useful than the other.
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