Tested State Standards
1.C.4: The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties.
1.C.4.A: differentiate between physical and chemical changes and properties;
Density Experiment: Slice and Dice
1.C.4.B: identify extensive and intensive properties;
Density Experiment: Slice and Dice
Density Laboratory
1.C.5: The student understands the historical development of the Periodic Table and can apply its predictive power.
1.C.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
1.C.5.C: use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy.
2.C.6: The student knows and understands the historical development of atomic theory.
2.C.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
Element Builder
2.C.6.D: use isotopic composition to calculate average atomic mass of an element; and
2.C.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
2.C.12: The student understands the basic processes of nuclear chemistry.
2.C.12.A: describe the characteristics of alpha, beta, and gamma radiation;
2.C.12.B: describe radioactive decay process in terms of balanced nuclear equations; and
3.C.7: The student knows how atoms form ionic, metallic, and covalent bonds.
3.C.7.B: write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases;
3.C.7.C: construct electron dot formulas to illustrate ionic and covalent bonds;
3.C.8: The student can quantify the changes that occur during chemical reactions.
3.C.8.A: define and use the concept of a mole;
3.C.8.B: use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material;
3.C.8.C: calculate percent composition and empirical and molecular formulas;
Limiting Reactants
Stoichiometry
3.C.8.D: use the law of conservation of mass to write and balance chemical equations; and
Balancing Chemical Equations
Chemical Equations
3.C.8.E: perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.
Limiting Reactants
Stoichiometry
4.C.9: The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases.
4.C.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;
4.C.11: The student understands the energy changes that occur in chemical reactions.
4.C.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
4.C.11.D: perform calculations involving heat, mass, temperature change, and specific heat; and
5.C.10: The student understands and can apply the factors that influence the behavior of solutions.
5.C.10.C: calculate the concentration of solutions in units of molarity;
5.C.10.D: use molarity to calculate the dilutions of solutions;
5.C.10.F: investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;
5.C.10.G: define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water;
Titration
pH Analysis
pH Analysis: Quad Color Indicator
5.C.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
5.C.10.J: distinguish between degrees of dissociation for strong and weak acids and bases.
6.C.2: The student uses scientific methods to solve investigative questions.
6.C.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;
Effect of Temperature on Gender
Seed Germination
6.C.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;
Effect of Temperature on Gender
Seed Germination
6.C.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
6.C.3: The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
6.C.3.D: evaluate the impact of research on scientific thought, society, and the environment;
Correlation last revised: 6/25/2014