Foundations of chemistry: evidence, matter, atomic theory, bonding, the mole, reactions, and gases.
Students separate observation from inference, plan fair tests, and use models as useful but limited tools for chemical thinking.
Students plan fair tests, distinguish variables and controls, and use repeated evidence to evaluate claims responsibly.
Students read measurement tools, use SI units, and evaluate accuracy, precision, uncertainty, and evidence in repeated data.
Students use dimensional analysis, conversion factors, significant figures, and scientific notation to communicate measurements honestly.
Students use particle models to explain solid, liquid, and gas properties, phase changes, and model limitations.
Students distinguish properties from changes, calculate density, and evaluate chemical-change evidence with appropriate caution.
Students classify mixtures and choose separation methods from observable properties while evaluating limits of the evidence.
Students use system boundaries and atom models to account for mass during chemical change without claiming matter disappears.
Students trace how evidence reshaped atomic models while distinguishing useful representations from literal pictures.
Students count protons, neutrons, and electrons and use nuclide notation while recognizing diagram limits.
Students use isotope abundances to calculate weighted atomic-mass averages using frozen classroom values from atomic_masses_v2024.1.
Students count particles in ions and interpret simplified mass spectra while naming the models and assumptions involved.
Students use a limited shell model to count valence electrons and make cautious predictions about common ion patterns.
Students use periodic-family patterns and safe supplied data to make cautious predictions about ions and reactivity.
Students interpret radius, ionization-energy, and electronegativity trends through cautious attraction and shielding models.
Students use periodic data to make qualified predictions, investigate exceptions, and distinguish evidence from overclaiming.
Students write neutral ionic formulas through charge balance and distinguish formula ratios from literal particle pictures.
Students translate ionic names and formulas using common ions, parentheses, and Roman numerals for multivalent metals.
Students use molecular prefixes, classroom acid conventions, and hydrate notation while distinguishing names from safety or property claims.
Students translate formulas into molar mass using frozen classroom atomic-mass values and intentional significant figures.
Students connect bonding models to property evidence while distinguishing chemical bonds from intermolecular forces.
Students draw simple Lewis structures, use formal-charge bookkeeping, and introduce resonance with explicit model limits.
Students use VSEPR to predict simple shapes and distinguish bond polarity from molecular polarity with explicit model limits.
Students connect intermolecular forces to property evidence while distinguishing them from chemical bonds and using correct energy language.
Students use the exact SI Avogadro constant to translate between moles and particles with units and scale reasoning.
Students use frozen classroom atomic masses and dimensional analysis to convert mass and moles with significant figures.
Students calculate, interpret, and apply element mass percentages using frozen classroom atomic masses.
Students use frozen classroom atomic masses and composition data to model empirical and molecular formulas, including limits of the model.
Students balance chemical equations by conserving atoms and interpret closed- versus open-system mass data.
Students classify reaction-pattern models, balance predicted equations, and make cautious evidence-based claims from safe data cards.
Students build particle-recipe models before using mole ratios and safe data to identify limiting reactants.
Students calculate theoretical and percent yield from safe data while distinguishing collection limits from conservation.
Students use particle models and safe data to reason about gas pressure, volume, temperature, and amount.
Students use Boyle’s, Charles’s, and combined gas-law models with Kelvin, units, and stated assumptions.
Safe data-based concentration and dilution reasoning.
Students interpret solubility data and transfer particle, concentration, gas, and conservation reasoning.
Student-facing assessment papers. Answer keys and marking rubrics are held for educators. Write to us for access.
