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Winter Break/Mid-Term Review Packet
Unit 1 Measurement/Significant Figures Key Concept Scales
Standards
SC.912.N.1.1: Define a problem based on a specific body of knowledge.
MACC.912.N-Q1.3: Reason quantitatively and use units to solve problems.
Key Concepts
Concept
Accuracy vs.
Precision
Measurement
Significant
Figures
Graphical
Representations
Levels
4 – Students can create data sets based on being told
how accurate and precise the data is when given an
actual value.
3 – Students can classify a data set in terms of accuracy
and precision
2 – Students recall the definitions of accuracy and
precision
1 – With help students can classify data sets in terms of
accuracy and precision
4 – Students are able to make measurements rapidly and
precisely
3 – Students can make measurements to the correct
level of precision by subdividing the smallest given
increments.
2 – Students recall the definitions of accuracy,
precision, measurement. Students know the S.I.
Units.
1 – With help students can make proper measurements
4 – Students understand the importance of significant
figures as a means of imprecision calculations.
Students can properly perform perpetually
permuting practice problems with respect to
significant figures.
3 – Students can perform basic calculations while
correctly using significant figures. Students can
identify the number of significant figures in a
measurement.
2 – Students recall the definition of significant figures.
1 – With help students can count significant figures and
perform basic calculations
4 – Students can create graphs on excel and find trend
lines
3 – Students can hand plot data when necessary and use
this data to determine the properties of an
“unknown” data point.
2 – Students can find the x and y axes on a chart.
Students can properly set up data on the x and y axes
but are unable to plot points correctly.
1 – With help students can make graphs
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Concept
Conversion
Factors
Levels
4 – Students can utilize density as a conversion factor
3 – Students can use conversion factors to change units.
Students can use dimensional analysis
2 – Students understand that converting units does not
change actual measurement
1 – With help, students can convert units.
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Unit 2 Matter and Change Key Concept Scales
Standards
SC.912.P.8.1: Differentiate among the four states of matter.
SC.912.P.8.2: Differentiate between physical and chemical properties and physical and chemical
changes of matter.
Key Concepts
Concept
States of Matter
Types of
Properties
Levels
4 – Students understand plasma at a molecular level.
3 – Students understand the three commonly discussed
states of matter (liquid, gas, solid) at a molecular
level. Students can classify matter as elements,
compounds, mixtures, solutions and identify
separation techniques
2 – Students recall the basic definitions of a liquid, gas,
solid, mixture, solution, heterogeneous mixture, ect.
1 – With help students can explain each state of matter
at a molecular level
4 – Students can develop theories on chemical
properties, such as but limited to the “cuteness” of
molecules
3 – Students can identify properties as chemical (e.g.
reactivity) or physical (e.g. melting point), and
intrinsic (i.e. depends on substance) or extrinsic (i.e.
depends on amount)
2 – Students recall the definitions chemical properties,
physical properties, intrinsic properties, and
extrinsic properties
1 – With help students can classify properties of matter
as chemical or physical, and extrinsic or intrinsic.
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Concept
Chemical vs
Physical change
Density
Levels
4 – Students use concepts of reactions to predict
chemical changes
3 – Students can apply the signs of possible chemical
change to make a reasonable decision if a change is
physical or chemical. It is understood that the signs
of a possible chemical change do not always mean a
chemical change has occurred (e.g. copper(II)
sulfate pentahydrate example from class, the blue
powder that was heated and turned white. Then
when water was added it turned back to blue).
2 – Students recall the definitions of chemical and
physical change. Remember the signs of possible
chemical change. Have difficulty identifying
changes as chemical or physical
1 – With help students can identify a change as
chemical or physical
4 – Students understand that density is a derived
property, and a normalized mathematical expression
3 – Students can calculate density with the correct units.
Students understand density is why things “float”
2 – Students can define density.
1 – With help, students can calculate density
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Unit 3 Atomic Theory, EM Radiation, Atomic Mass Key Concept Scales
Standards
SC.912.P.8.3: Explore the scientific theory of atoms (also known as atomic theory) by describing
changes in the atomic model over time and why those changes were necessitated by experimental
evidence.
SC.912.P.8.4: Explore the scientific theory of atoms (also known as atomic theory) by describing
the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these
particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.10.8: Describe the quantization of energy at an atomic level
SC.912.P.10.20: Describe the measurable properties of waves and explain the relationships
among them and how these properties change when the wave moves from one medium to
another.
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Key Concepts
Concept
Development of
Atomic Theory
Quantum Model
of Atom
Atomic Orbitals
Protons,
Electrons, and
Neutrons
Levels
4 – Students can tell the development of atomic theory
from Democritus through the quantum model while
highlighting all key contributors and how each
followed the scientific method
3 – Students remember the 6 main models of the atom
and the unique experimental observations (or lack
of) for each.
2 – Students recall the basic Theories of the atom
(Democritus, Dalton, Thompson, Rutherford, Bohr,
Quantum)
1 – With help students can explain the development of
atomic theory
4 – Students can relate transitions to orbital changes
and quantum number changes
3 – Students understand that electrons exist in atomic
orbitals around the positively charged nucleus.
These orbitals have both an energy level component
and a shape component. The electrons in these
orbitals take up most of the space of the atom
around the small positively charged nucleus.
2 – Students recall the definitions of electron, proton,
neutron, nucleus, atomic orbital
1 – With help, students can describe this model
4 – Students can remember the shapes of the orbitals
and understand that these are probability functions
with nodes
3 – Students understand that orbitals are regions of
space where electrons may exist. These orbitals
have specific energy components and electrons fill
orbitals in a specific pattern. The pattern is dictated
by three main principles: Aufbau, Pauli Exclusion,
and Hund’s rule.
2 – Students can define atomic orbitals, Aufbau
principle, Pauli Exclusion principle, and Hund’s
rule.
1 – With help students can explain atomic oribitals
4 – Students can provide electron configurations for dblock elements
3 – Students can determine the number of protons,
electrons, and neutrons based on atomic number,
mass number, and element identity
2 – Students can define atomic number, mass number,
atomic mass, element, atom, protons, electron, and
neutron.
1 – With help students can determine the composition
of an atom
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Concept
Electromagnetic
(EM) Radiation
Atomic Mass
Levels
4 – Students can use the electromagnetic spectrum to
identify all types of electromagnetic radiation
around them in everyday life
3 – Students use electromagnetic radiation to determine
the identity of elements (e.g. flame test). Students
can convert between frequency, wavelength, and
energy.
2 – Students can define the parts of an electromagnetic
wave
1 – With help, students can use EM radiation to identify
elements and students can convert between different
wave properties.
4 – Students can use average atomic mass to predict the
most common isotope
3 – Students can calculate average atomic mass when
given relative abundances and masses.
2 – Students can define average atomic mass, relative
abundance, ect
1 – With help students can calculate average atomic
mass
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Unit 4 Periodic Table and Electrons Key Concept Scales
Standards
SC.912.P.8.5: Relate properties of atoms and their position in the periodic table to the
arrangement of their electrons.
Key Concepts
Concept
Periodic Trends
Levels
4 – Students can use the relationship between electron
configurations, # of electrons, and # of protons to
predict elemental properties. Students understand
effective nuclear charge.
3 – Students can predict which elements have the
highest electronegativity values, highest ionization
energies, largest atomic radii, and largest ionic radii.
2 – Students recall definitions of electronegativity,
ionization energy, atomic radii, ionic radii, ect.
1 – With help students can use periodic trends
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Concept
Reading Periodic
Table
Electron
Configurations
Levels
4 – Students can give a chronological account on the
development of the periodic table in addition to the
requirements of 3.
3 – Students understand how the periodic table relates
to electron configurations and there are specific
blocks of elements on the periodic table (s, p, d, and
f). Students understand that families have similar
properties.
2 – Students can identify groups/families and
series/periods. Students know the periodic law.
Students can find the atomic number, element
symbol, and atomic mass on the periodic table.
Students know where the metals, metalloids, and
nonmetals are.
1 – With help, students can read the periodic table for
specific properties
4 – Students can use electron configurations to predict
properties of elements
3 – Students can correctly give the electron
configurations of specific elements.
2 – Students recall definitions. Students understand
what “3s1” means.
1 – With help, student can find the electron
configuration of a specified element
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Unit 5 Ionic and Metallic Bonding Key Concept Scales
Standards
SC.912.P.8.6: Distinguish between forces holding compounds together and other attractive
forces.
SC.912.P.8.7: Interpret formula representations of molecules and compounds in terms of
composition and structure
Key Concepts
Concept
Ionic Bonding
Properties
Levels
4 – Students can discuss applications of ionic
compounds, such as electrolytes and why they are
important to physical activity.
3 – Students understand that ionic compounds conduct
electricity when dissolved in water, have relatively
high melting points, are brittle, and have crystalline
structures.
2 – Students recall the definition of ionic bonding (the
give and take of electrons).
1 – With help students can discuss properties of ionic
compounds
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Concept
Metallic Bonding
Properties
Electron Dot
Structure/
Predicting
Charges
Ionic Naming/
Chemical
Formulas
Levels
4 – Students understand that metals tend to be
conductive because of electron movement and holes.
3 – Students understand electron sea model of metallic
bonding. Students know that metallic bonds are
generally malleable, conductive, and comprised of
cations.
2 – Students recall basic definitions of alloys, metals,
ect. Students know that alloys often have superior
properties when compared to the component metals
1 – With help, students can explain electron sea model
4 – Students can use electron configurations to predict
charges of transition metals.
3 – Students can appropriately predict charges of the
representative elements. Students can discuss noble
gas configuration and pseudo-noble gas
configuration.
2 – Students recall basic definitions such as ions,
cations, anions, ect.
1 – With help, students can predict charges for
representative elements.
4 – Students can properly predict charges of transition
metals from either the name or chemical formula
3 – Students can properly name given ionic compounds
and identify chemical formulas based on names
2 – Students recall the polyatomic ions along with other
basic definitions
1 – With help, students can do the disco (Just checking
if you are actually reading this). With help, students
can name ionic compounds and identify chemical
formulas
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Unit 6 Key Concept Scales
Standards
SC.912.P.8.6: Distinguish between forces holding compounds together and other attractive
forces, including hydrogen and van der Waals
SC.912.P.8.7: Interpret formula representations of molecules and compounds in terms of
composition and structure
Key Concepts
Concept
Naming
Levels
4 – Can identify names/structures for exotic molecules
such as acetate
3 – Can adequately identify names/structures of
covalently bonded molecules
2 – Can recall fundamental definitions (e.g. polyatomic
ion)
1 – With help can name covalently bonded molecules
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Concept
Lewis
Structures
VSEPR/Shapes
Bond
Polarity/Types
of Bonding
Resonance
Covalent
Properties
Levels
4 – Can draw accurate Lewis structures for complex
molecules such as dimethyl ether
3 – Can draw accurate Lewis structures for molecules
with centralized atoms such as methane
2 – Can recall fundamental definitions (e.g. single,
double, triple covalent bonds, ect.)
1 – With help, student can complete Lewis structures for
molecules with centralized atoms
4 – Students can utilize (use) VESPR theory to explain
the properties of water and explain why it is known
as the “universal solvent.”
3 – Students can predict shape based on number of
substituents and lone electron pairs
2 – Students recall fundamental definitions (e.g.
tetrahedral angle) and recall bond angles from given
shape.
1 – With help, student can use VESPR theory to predict
shape based on number of substituents and lone
electron pairs
4 – Students start formulating ideas on how non-polar
and polar molecules can interact.
3 – Students can determine when bonds are polar and
apply shape to knowing if the molecule is polar
2 – Students recall fundamental definitions (e.g.
Electronegativity, Polar Bonds)
1 – With help students can identify types of bonds based
on Electronegativities.
4 – Student understands not all resonance structures are
equal contributors and that in some cases there exist
minor and major resonance structures.
3 – Student can predict resonance structures based on a
chemical formula and appropriately explain how the
actual molecule is not any singular structure, but
rather a combination of the drawn structures. This
effect happens due to electron “delocalization.”
2 – Student recalls basic definitions and may believe that
molecules with resonance structures exist as each
structure randomly (i.e. dynamic equilibrium).
1 – With help, the student can form the resonance
structure of simple molecules
4 – Students will predict how covalent molecules
interact and how these interactions affect boiling
point, melting point, ect.
3 – Students understand covalent molecules have
relatively low boiling points, molecular shapes, the
relative bond strengths (triple > double > single), and
the relative bond lengths (single > double > triple).
2 – Students recall fundamental definitions such as but
not limited to dissociation energy.
1 – With help students can rank bonds in terms of
strength and length.
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