1: The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

1.A: demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;

 Diffusion

1.C: demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.


 Energy Sources

2: The student uses scientific methods to solve investigative questions.

2.A: know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;


 Science and Testability

2.B: know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;


 Hypotheses and Theories
 Science and Testability

2.C: know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;


 Evaluating Scientific Explanations
 Hypotheses and Theories
 Science and Testability

2.D: distinguish between scientific hypotheses and scientific theories;


 Hypotheses and Theories

2.E: plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals;

 Pendulum Clock
 Real-Time Histogram
 Sight vs. Sound Reactions

2.F: collect data and make measurements with accuracy and precision;


 Recording Data

2.G: express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;

 Estimating Population Size
 Stoichiometry

 Chemical Energy
 Recording Data

2.H: organize, analyze, evaluate, make inferences, and predict trends from data; and

 Pendulum Clock

 Chemical Energy

2.I: communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.


 Chemical Energy

3: The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

3.A: in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;


 Evaluating Scientific Explanations
 Science and Testability

3.B: communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;


 Evaluating Scientific Explanations
 Hypotheses and Theories
 Science and the Media

3.C: draw inferences based on data related to promotional materials for products and services;


 Science and the Media

3.D: evaluate the impact of research on scientific thought, society, and the environment;

 DNA Fingerprint Analysis

 Fundamental Forces

3.F: research and describe the history of chemistry and contributions of scientists.


 Fundamental Forces
 Special Relativity and Mass-Energy Equivalence

4: The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties.

4.A: differentiate between physical and chemical changes and properties;

 Chemical Changes

 Chemical Energy
 Chemical Properties

4.B: identify extensive and intensive properties;

 Density Laboratory

 Chemical Energy

5: The student understands the historical development of the Periodic Table and can apply its predictive power.

5.A: explain the use of chemical and physical properties in the historical development of the Periodic Table;


 Chemical Properties

5.B: use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and

 Electron Configuration
 Ionic Bonds

 Chemical Properties

5.C: use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy.

 Electron Configuration

 Chemical Properties

6: The student knows and understands the historical development of atomic theory.

6.A: understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;

 Bohr Model of Hydrogen
 Bohr Model: Introduction

 Fundamental Forces

6.D: use isotopic composition to calculate average atomic mass of an element; and

 Element Builder

6.E: express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.

 Covalent Bonds
 Electron Configuration
 Element Builder
 Ionic Bonds

 Chemical Properties

7: The student knows how atoms form ionic, metallic, and covalent bonds.

7.B: write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases;

 Covalent Bonds
 Ionic Bonds

7.C: construct electron dot formulas to illustrate ionic and covalent bonds;

 Covalent Bonds
 Ionic Bonds

 Chemical Properties

7.D: describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and


 Chemical Properties

8: The student can quantify the changes that occur during chemical reactions.

8.A: define and use the concept of a mole;

 Chemical Equations

 Chemical Energy

8.B: use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material;

 Chemical Equations

8.D: use the law of conservation of mass to write and balance chemical equations; and

 Balancing Chemical Equations
 Chemical Equations

8.E: perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.

 Limiting Reactants
 Stoichiometry

9: The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases.

9.A: describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law;

 Boyle's Law and Charles' Law

9.C: describe the postulates of kinetic molecular theory.

 Collision Theory
 Temperature and Particle Motion

10: The student understands and can apply the factors that influence the behavior of solutions.

10.A: describe the unique role of water in chemical and biological systems;


 Chemical Properties

10.B: develop and use general rules regarding solubility through investigations with aqueous solutions;


 Chemical Properties

10.F: investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;

 Solubility and Temperature

10.I: define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and

 pH Analysis
 pH Analysis: Quad Color Indicator

10.J: distinguish between degrees of dissociation for strong and weak acids and bases.

 Titration

11: The student understands the energy changes that occur in chemical reactions.

11.A: understand energy and its forms, including kinetic, potential, chemical, and thermal energies;

 Energy Conversion in a System
 Energy of a Pendulum
 Inclined Plane - Sliding Objects
 Potential Energy on Shelves
 Roller Coaster Physics

 Chemical Energy

11.C: use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic;

 Chemical Changes

 Chemical Energy

11.D: perform calculations involving heat, mass, temperature change, and specific heat; and


 Chemical Energy

11.E: use calorimetry to calculate the heat of a chemical process.


 Chemical Energy

12: The student understands the basic processes of nuclear chemistry.

12.A: describe the characteristics of alpha, beta, and gamma radiation;

 Nuclear Decay

 Fundamental Forces

12.B: describe radioactive decay process in terms of balanced nuclear equations; and

 Nuclear Decay

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.