1. Changes in properties and states of matter provide evidence of the atomic theory of matter

Concept

Grade 9, 10, 11

A.

Objects, and the materials they are made of, have properties that can be used to describe and classify them

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Compare the densities of regular and irregular objects using their respective measures of volume and mass

b.      Identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, pH, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity)

c.       Classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance

d.      Compare and contrast the common properties of metals, nonmetals, metalloids, and noble gases

B.

Properties of mixtures depend upon the concentrations, properties, and interactions of particles

Scope and Sequence –  Atomic Theory and Changes in Matter

a.       Classify solutions as dilute, concentrated, or saturated

b.      Compare and contrast the properties of acidic, basic, and neutral solutions

c.       Predict the effect of the properties of the solvent or solute (e.g., polarity, temperature, surface area/particle size, concentration, agitation) on the solubility of a substance

C.

Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification

Not assessed at this level

D.

Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Using the Kinetic Theory model, explain the changes that occur in the distance between atoms/molecules and temperature of a substance as energy is absorbed or released during a phase change

b.      Predict the effect of a temperature change on the properties (e.g., pressure, density) of a material (solids, liquids, gases)

c.       Predict the effect of pressure changes on the properties (e.g., temperature, density) of a material (solids, liquids, gases)

E.

The atomic model describes the electrically neutral atom

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons

b.      Calculate the number of protons, neutrons, and electrons of an element (or isotopes) given its atomic mass (or mass number) and atomic number

c.       Describe the information provided by the atomic number and the mass number (i.e., electrical charge, chemical stability)

1. Changes in properties and states of matter provide evidence of the atomic theory of matter

Concept

Grade 9, 10, 11

F.

The periodic table organizes the elements according to their atomic structure and chemical reactivity

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Explain the structure of the periodic table in terms of the elements with common properties (groups/families) and repeating properties (periods)

b.      Classify elements as  metals, nonmetals, metalloids, and noble gases according to their location on the Periodic Table

c.       Predict the chemical reactivity of elements, and the type of bonds that may result between them, using the Periodic Table

G.

Properties of objects and states of matter can change chemically and/or physically

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Distinguish between physical and chemical changes  in matter

H.

Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Describe how the valence electron configuration determines how atoms interact and may bond

b.      Predict the reaction rates of different substances based on their properties (i.e., concentrations of reactants, pressure, temperature, state of matter, surface area, type of reactant material)

c.       Compare and contrast the types of chemical bonds (i.e., ionic, covalent)

d.     Identify the consequences of different types of reactions (i.e., oxidation/reduction reactions such as combustion, acid/base reactions) to humans and human activity

I.

Mass is conserved during any physical or chemical change

Scope and Sequence – Atomic Theory and Changes in Matter

a.       Compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass

b.      Recognize whether the number of atoms of the reactants and products in a chemical equation are balanced

2.  Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems

Concept

Grade 9, 10, 11

A.

Forms of energy have a source, a means of transfer (work and heat), and a receiver

Scope and Sequence – Energy Forms and Transfer

a.       Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass), heat (thermal energy that transfers from one object or system to another due to a difference in temperature), and temperature (the measure of average kinetic energy of molecules or atoms in a substance)

b.      Recognize chemical energy as the energy stored in the bonds between atoms in a compound

c.       Describe the relationship among wavelength, energy, and frequency as illustrated by the electromagnetic spectrum

d.      Differentiate between the properties and examples of conductors and insulators of different forms of energy (i.e., thermal, mechanical, electromagnetic)

e.       Describe sources and common uses of different forms of energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic)

f.        Identify and evaluate advantages/disadvantages of using various sources of energy (e.g., wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity

g.       Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms (e.g., radio, infrared, visible, ultraviolet, gamma, cosmic rays)

h.       Interpret examples (e.g., land and sea breezes, home heating, plate tectonics) of heat transfer as convection, conduction, or radiation

C.

Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth

Scope and Sequence – Energy Forms and Transfer  (Objects in the Universe and Their Motion)

a.       Identify stars as producers of electromagnetic energy

b.      Describe how electromagnetic energy is transferred through space as electromagnetic waves (radiating charged particles) of varying wavelength and frequency

D.

Chemical reactions involve changes in the bonding of atoms with the release or absorption of energy

Scope and Sequence – Energy Forms and Transfer/Atomic Theory and Changes in Matter

a.       Describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions

E.

Nuclear energy is a major source of energy throughout the universe

Scope and Sequence – Energy Forms and Transfer

a.       Describe how changes in the nucleus of an atom during a nuclear reaction (i.e., nuclear decay, fusion, fission) result in emission of radiation

b.      Identify the role of nuclear energy as it serves as a source of energy for the Earth, stars, and human activity (e.g., source of electromagnetic radiation, thermal energy within mantle, nuclear power plants, fuel for stars)

2.  Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems

Concept

Grade 9, 10, 11

F.

Energy can change from one form to another within and between systems, but the total amount remains the same

Scope and Sequence – Energy Forms and Transfer

a.       Describe the transformations that occur as energy changes from kinetic to potential within a system (e.g., car moving on rollercoaster track, child swinging, diver jumping off a board) (Do NOT assess calculations)

b.      Compare the efficiency of simple machines (recognizing that, as work is done, the amount of usable energy decreases with each transformation as it is transferred as heat due to friction)

c.       Classify the different forms of energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic) that can be observed as energy is transferred and transformed within a system when given a scenario (e.g., dynamite explosion, solar radiation interacting with the Earth, electromagnetic motor doing work, energy generated by nuclear reactor)

d.      Explain how energy can be transferred (absorbed or released) or transformed between and within systems as the total amount of energy remains constant (i.e., Law of Conservation of Energy)