Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
S.5.7
Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:
S.7.6.A
compare and contrast elements and compounds in terms of atoms and molecules, chemical symbols, and chemical formulas;
S.7.6.B
use the periodic table to identify the atoms and the number of each kind within a chemical formula;
IPC.7.A
model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table;
CHEM.5.C
analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity, ionization energy, and reactivity to identify periodic trends.
CHEM.6.A
construct models using Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle to show the development of modern atomic theory over time;
CHEM.6.B
describe the structure of atoms and ions, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud;
CHEM.6.D
calculate average atomic mass of an element using isotopic composition; and
CHEM.7.A
construct an argument to support how periodic trends such as electronegativity can predict bonding between elements;