1: Matter and Its Interactions

1: Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford’s gold foil experiment, Thomson’s cathode ray experiment, Millikan’s oil drop experiment, Bohr’s interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the patterns represented in the periodic table.

 Bohr Model of Hydrogen

2: Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass.

 Element Builder

3: Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.

3.b: Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.

 Covalent Bonds
 Ionic Bonds

3.c: Use the periodic table as a model to derive formulas and names of ionic and covalent compounds.

 Covalent Bonds
 Ionic Bonds

5: Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants.

5.a: Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules and moles.

 Chemical Equations
 Limiting Reactants
 Stoichiometry

5.b: Use mathematics and computational thinking to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

 Balancing Chemical Equations
 Chemical Changes
 Chemical Equations
 Stoichiometry

6: Use mathematics and computational thinking to express the concentrations of solutions quantitatively using molarity.

6.b: Analyze and interpret data to explain effects of temperature on the solubility of solid, liquid, and gaseous solutes in a solvent and the effects of pressure on the solubility of gaseous solutes.

 Solubility and Temperature

8: Refine the design of a given chemical system to illustrate how LeCh√Ętelier’s principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar-water solution).

 Equilibrium and Concentration
 Equilibrium and Pressure

Correlation last revised: 1/19/2017

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