1: Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.

1.2: Relate the structure, behavior, and scale of an atom to the particles that compose it.

1.2.a: Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.

 Bohr Model of Hydrogen
 Bohr Model: Introduction

1.2.c: Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.

 Element Builder

1.2.d: Generalize the relationship of proton number to the element?s identity.

 Element Builder

1.3: Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.

1.3.a: Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.

 Electron Configuration
 Element Builder

1.3.b: Compare the number of protons and neutrons in isotopes of the same element.

 Element Builder

1.3.c: Identify similarities in chemical behavior of elements within a group.

 Ionic Bonds

1.3.d: Generalize trends in reactivity of elements within a group to trends in other groups.

 Electron Configuration

2: Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the emission of high-energy particles results from nuclear changes and that matter can be converted to energy during nuclear reactions.

2.1: Evaluate quantum energy changes in the atom in terms of the energy contained in light emissions.

2.1.b: Examine evidence from the lab indicating that energy is absorbed or released in discrete units when electrons move from one energy level to another.

 Bohr Model of Hydrogen
 Photoelectric Effect

2.1.d: After observing spectral emissions in the lab (e.g., flame test, spectrum tubes), identify unknown elements by comparison to known emission spectra.

 Bohr Model of Hydrogen
 Bohr Model: Introduction
 Star Spectra

2.2: Evaluate how changes in the nucleus of an atom result in emission of radioactivity.

2.2.b: Interpret graphical data relating half-life and age of a radioactive substance.

 Half-life

2.2.c: Compare the mass, energy, and penetrating power of alpha, beta, and gamma radiation.

 Nuclear Decay

2.2.e: After researching, evaluate and report the effects of nuclear radiation on humans or other organisms.

 Nuclear Decay

3: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.

3.1: Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.

3.1.a: Determine the number of valence electrons in atoms using the periodic table.

 Electron Configuration

3.1.b: Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.

 Element Builder

3.1.c: Predict bond types based on the behavior of valence (outermost) electrons.

 Covalent Bonds
 Electron Configuration
 Ionic Bonds

3.1.d: Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.

 Covalent Bonds
 Ionic Bonds

3.2: Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.

3.2.a: Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.

 Chemical Equations

4: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.

4.1: Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.

4.1.a: Generalize evidences of chemical reactions.

 Chemical Changes
 Equilibrium and Concentration

4.1.b: Compare the properties of reactants to the properties of products in a chemical reaction.

 Equilibrium and Concentration

4.1.c: Use a chemical equation to describe a simple chemical reaction.

 Chemical Equations
 Equilibrium and Concentration

4.1.d: Recognize that the number of atoms in a chemical reaction does not change.

 Chemical Changes
 Chemical Equations

4.1.e: Determine the molar proportions of the reactants and products in a balanced chemical reaction.

 Chemical Equations

4.1.f: Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).

 Chemical Changes

4.2: Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.

4.2.a: Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.

 Chemical Changes

4.2.b: Use molar relationships in a balanced chemical reaction to predict the mass of product produced in a simple chemical reaction that goes to completion.

 Chemical Equations

4.2.c: Report evidence of energy transformations in a chemical reaction.

 Chemical Changes

4.2.d: After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.

 Chemical Changes

5: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.

5.1: Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.

5.1.a: Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.

 Collision Theory

5.1.b: Use information from graphs to draw warranted conclusions about reaction rates.

 Collision Theory

5.1.c: Correlate frequency and energy of collisions to reaction rate.

 Collision Theory

5.1.d: Identify that catalysts are effective in increasing reaction rates.

 Collision Theory

5.2: Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.

5.2.a: Explain the concept of dynamic equilibrium.

 Equilibrium and Concentration
 Equilibrium and Pressure

5.2.b: Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.

 Equilibrium and Concentration
 Equilibrium and Pressure

6: Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.

6.2: Summarize the quantitative and qualitative effects of colligative properties on a solution when a solute is added.

6.2.a: Identify the colligative properties of a solution.

 Freezing Point of Salt Water

6.2.b: Measure change in boiling and/or freezing point of a solvent when a solute is added.

 Freezing Point of Salt Water

6.3: Differentiate between acids and bases in terms of hydrogen ion concentration.

6.3.a: Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.

 pH Analysis
 pH Analysis: Quad Color Indicator

6.3.b: Using an indicator, measure the pH of common household solutions and standard laboratory solutions, and identify them as acids or bases.

 Titration
 pH Analysis
 pH Analysis: Quad Color Indicator

6.3.c: Determine the concentration of an acid or a base using a simple acid-base titration.

 Titration

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.