Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices during laboratory investigations, including the appropriate use of safety showers | Lesson Citation | Acquire Knowledge |
Students learn how to use aa safety shower | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a safety shower and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(ii) Student is expected to demonstrate safe practices during laboratory investigations, including the appropriate use of eyewash fountains | Lesson Citation | Acquire Knowledge |
Students learn how to use an eye/face wash | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use an eye/face wash and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(iii) Student is expected to demonstrate safe practices during laboratory investigations, including the appropriate use of safety goggles | Lesson Citation | Acquire Knowledge |
Students learn about protective clothing | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Activity B |
Assessment Citation | Check Understanding Practice Skill |
Students do a simple lab to demonstrate safety procedures | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Whole Activity | |
(iv) Student is expected to demonstrate safe practices during laboratory investigations, including the appropriate use of fire extinguishers | Lesson Citation | Acquire Knowledge |
Students learn how to use a fire extinguisher | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a fire extinguisher and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(v) Student is expected to demonstrate safe practices during field investigations, including the appropriate use of safety showers | Lesson Citation | Acquire Knowledge |
Students learn how to use aa safety shower | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a safety shower and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(vi) Student is expected to demonstrate safe practices during field investigations, including the appropriate use of eyewash fountains | Lesson Citation | Acquire Knowledge |
Students learn how to use an eye/face wash | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use an eye/face wash and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(vii) Student is expected to demonstrate safe practices during field investigations, including the appropriate use of safety goggles | Lesson Citation | Acquire Knowledge |
Students learn about protective clothing | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Activity B |
Assessment Citation | Check Understanding Practice Skill |
Students do a simple lab to demonstrate safety procedures | The Guided Learning: Safety in the Field resource, which is part of the Field Investigations unit. | Whole Activity | |
(viii) Student is expected to demonstrate safe practices during field investigations, including the appropriate use of fire extinguishers | Lesson Citation | Acquire Knowledge |
Students learn how to use a fire extinguisher | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a fire extinguisher and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know specific hazards of chemical substances as summarized on the Material Safety Data Sheets (MSDS) | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to interpret Materials Safety Data Sheets | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Activity B |
Assessment Citation | Check Understanding Practice Skill |
Students practice interpreting a MSDS | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Activity B questions 1-2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate an understanding of the use of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(ii) Student is expected to demonstrate an understanding of the conservation of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(iii) Student is expected to demonstrate the proper disposal or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know the definition of science, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 1 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the idea of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Comprehension Questions | |
(ii) Student is expected to understand that [science] has limitations, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 4 of a rich, multi-part discussion of the nature and limitations of science.. This segment focuses on how science can only evaluate falsifiable hypotehses | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding that science can only test falsifiable hypotheses. | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know that scientific hypotheses are tentative statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know that scientific hypotheses are testable statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that] hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories | Lesson Citation | Acquire Knowledge |
Part 5 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on why some hypotheses are more valuable than others and how theories are naturally developed from those hypotheses with the greatest predictive power. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of what makes hypotheses valuable and valued, and what it takes for a hypothesis to be incorporated into a theory. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know that scientific theories are based on natural and physical phenomena | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know that scientific theories are capable of being tested by multiple independent researchers | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that], unlike hypotheses, scientific theories are well- established explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iv) Student is expected to [know that], unlike hypotheses, scientific theories are highly- reliable explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(v) Student is expected to [know that] scientific theories may be subject to change as new areas of science are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity | |
(vi) Student is expected to [know that] scientific theories may be subject to change as technologies are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to collect data with accuracy | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 2 | |
(ii) Student is expected to collect data with precision | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 1 | |
(iii) Student is expected to make measurements with accuracy | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 2 | |
(iv) Student is expected to make measurements with precision | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to express chemical quantities using scientific conventions, including dimensional analysis | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to do scientific conversions using dimensional analysis in the context of stoichiometry | Activities A & B of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices using dimensional analysis to solve stoichiometry problems. | The assessment questions for the Stoichiometry Gizmo. | Questions 1 through 5 | |
(ii) Student is expected to express chemical quantities using mathematical procedures, including dimensional analysis | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to do scientific conversions using dimensional analysis in the context of stoichiometry | Activities A & B of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices using dimensional analysis to solve stoichiometry problems. | The assessment questions for the Stoichiometry Gizmo. | Questions 1 through 5 | |
(iii) Student is expected to express chemical quantities using scientific conventions, including scientific notation | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to interpret and use scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Student demonstrates knowledge of scientific notation | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Questions and Problems | ||
(iv) Student is expected to express chemical quantities using mathematical procedures, including scientific notation | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to interpret and use scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Student demonstrates knowledge of scientific notation | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Questions and Problems | ||
(v) Student is expected to express chemical quantities using scientific conventions, including significant figures | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns rules for the use of significant digits | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student demonstrates knowledge of significant digits. | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Questions and Problems | |
(vi) Student is expected to express chemical quantities using mathematical procedures, including significant figures | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns rules for the use of significant digits | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student demonstrates knowledge of significant digits. | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Questions and Problems | |
(vii) Student is expected to manipulate chemical quantities using mathematical procedures, including dimensional analysis | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to do scientific conversions using dimensional analysis in the context of stoichiometry | Activities A & B of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices using dimensional analysis to solve stoichiometry problems. | The assessment questions for the Stoichiometry Gizmo. | Questions 1 through 5 | |
(viii) Student is expected to manipulate chemical quantities using scientific conventions, including scientific notation | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to interpret and use scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of scientific notation | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Questions and Problems | |
(ix) Student is expected to manipulate chemical quantities using mathematical procedures, including scientific notation | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to interpret and use scientific notation. | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of scientific notation | The Problem Solving: Scientific Notation resource, which is part of the Recording Data unit. | Questions and Problems | |
(x) Student is expected to manipulate chemical quantities using scientific conventions, including significant figures | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns rules for the use of significant digits | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student demonstrates knowledge of significant digits. | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Questions and Problems | |
(xi) Student is expected to manipulate chemical quantities using mathematical procedures, including significant figures | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns rules for the use of significant digits | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student demonstrates knowledge of significant digits. | The Problem Solving: Significant Digits resource, which is part of the Recording Data unit. | Questions and Problems |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to organize data | Lesson Citation | Learn Skill | Student Organizes Lab data into a table. | Activity A of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student Organizes Lab data into a table. | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity | |
(ii) Student is expected to analyze data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 4 | |
(iii) Student is expected to evaluate data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 4 | |
(iv) Student is expected to make inferences from data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 6 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 | |
(v) Student is expected to predict trends from data | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to predict a trend from data using a trend line | Activity A of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Student uses a trend line to predict the value of data for a point outside the original data set | Activity B of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate valid conclusions supported by the data through [various] methods | Lesson Citation | Acquire Knowledge |
Student investigates the effect of temperature on reaction rate by using a virtual model for collision theory. | Activity A of the Collision Theory Student Exploration. This investigation is to be used with the Collision Theory Gizmo. | Question 8 |
Assessment Citation | Check Understanding |
Student draws conclusions about the usefulness of catalysts after having investigated their basic function. | Activity C of the Collision Theory Student Exploration. This investigation is to be used with the Collision Theory Gizmo. | Question 6 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Guidelines for student-written report | |
(ii) Student is expected to apply scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
Students read and analyze information from a scientific website | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Practice Skill | This handout provides a scenario for students to practice their ability to apply scientific information | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to draw inferences based on data related to promotional materials for products | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 2 | |
(ii) Student is expected to draw inferences based on data related to promotional materials for services | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to differentiate between physical and chemical changes | Lesson Citation | Acquire Knowledge |
Students learn about physical and chemical properties and changes | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Students differentiate between physical and chemical changes | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity D question 2 | |
(ii) Student is expected to differentiate between physical and chemical properties | Lesson Citation | Acquire Knowledge |
Students learn about physical and chemical properties and changes | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Students differentiate between physical and chemical changes | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity C question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify extensive properties | Lesson Citation | Acquire Knowledge |
Students learn about extensive and intensive properties | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students classify properties as extensive or intensive | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity A questions 1-2 | |
(ii) Student is expected to identify intensive properties | Lesson Citation | Acquire Knowledge |
Students learn about extensive and intensive properties | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students classify properties as extensive or intensive | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity A questions 1-2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare solids, liquids, and gases in terms of compressibility | Lesson Citation | Acquire Knowledge |
Students learn about phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students compare phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A question 2 | |
(ii) Student is expected to compare solids, liquids, and gases in terms of structure | Lesson Citation | Acquire Knowledge |
Students learn about phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students compare phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A question 2 | |
(iii) Student is expected to compare solids, liquids, and gases in terms of shape | Lesson Citation | Acquire Knowledge |
Students learn about phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students compare phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A question 2 | |
(iv) Student is expected to compare solids, liquids, and gases in terms of volume | Lesson Citation | Acquire Knowledge |
Students learn about phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge |
Students compare phases of matter | The Guided Learning: Phases of Matter resource, which is part of the Classifying Matter unit. | Activity A question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn about pure substances and mixtures | The Labratory Skills: Separating Mixtures resource, which is part of the Classifying Matter unit. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students study mixtures and separate mixtures based on physical properties | The Labratory Skills: Separating Mixtures resource, which is part of the Classifying Matter unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to express the arrangement of electrons in atoms through electron configurations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about electron configuration | Activity A of the Electron Configuration Student Exploration. This investigation is to be used with the Electron Configuration Gizmo. | Questions 1 through 8 |
Assessment Citation | Practice Skill | Student practices writing electron configurations | Activity A of the Electron Configuration Student Exploration. This investigation is to be used with the Electron Configuration Gizmo. | Questions 9 | |
(ii) Student is expected to express the arrangement of electrons in atoms through Lewis valence electron dot structures | Lesson Citation | Learn Skill | Student learns about Lewis dot notation | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Text Portion (Page 3) |
Assessment Citation | Students practice creating Lewis structures. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Questions (Page 3) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to name ionic compounds containing main group or transition metals, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity C |
Assessment Citation | Practice Skill | Students practice naming ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity C question 1 | |
(ii) Student is expected to name covalent compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name covalent compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity A |
Assessment Citation | Practice Skill | Students practice naming covalent compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity A question 1 | |
(iii) Student is expected to name acids using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D |
Assessment Citation | Practice Skill | Students practice naming acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D question 3 | |
(iv) Student is expected to name bases using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D |
Assessment Citation | Practice Skill | Students practice naming acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to write the chemical formulas of common polyatomic ions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity B |
Assessment Citation | Practice Skill | Students practice naming ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(ii) Student is expected to write the chemical formulas of common ionic compounds containing main group or transition metals | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity C |
Assessment Citation | Practice Skill | Students practice naming ionic compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity C question 2 | |
(iii) Student is expected to write the chemical formulas of common covalent compounds | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name covalent compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity A |
Assessment Citation | Practice Skill | Students practice naming covalent compounds | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity A question 2 | |
(iv) Student is expected to write the chemical formulas of common acids | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D |
Assessment Citation | Practice Skill | Students practice naming acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D question 4 | |
(v) Student is expected to write the chemical formulas of common bases | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to name acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D |
Assessment Citation | Practice Skill | Students practice naming acids and bases | The Guided Learning: Naming Compounds resource, which is part of the Chemical Properties unit. | Activity D question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to construct electron dot formulas to illustrate ionic bonds | Lesson Citation | Learn Skill | Student learns about Lewis dot notation |
The Chemical Bonding Guided Learning has two parts:
part 1 and
part 2. This 2-part activity is one component of the Chemical Properties unit. |
Activity E |
Assessment Citation | Practice Skill | Students practice creating Lewis structures. |
The Chemical Bonding Guided Learning has two parts:
part 1 and
part 2. This 2-part activity is one component of the Chemical Properties unit. |
Activity E question 3 | |
(ii) Student is expected to construct electron dot formulas to illustrate covalent bonds | Lesson Citation | Learn Skill | Student learns about Lewis dot notation |
The Chemical Bonding Guided Learning has two parts:
part 1 and
part 2. This 2-part activity is one component of the Chemical Properties unit. |
Activity E |
Assessment Citation | Practice Skill | Students practice creating Lewis structures. |
The Chemical Bonding Guided Learning has two parts:
part 1 and
part 2. This 2-part activity is one component of the Chemical Properties unit. |
Activity E question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe the nature of metallic bonding | Lesson Citation | Acquire Knowledge |
Student learns about metallic bonding and applies the theory to explain metallic properties. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Text Portion (Page 4-5) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of metallic bonding. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Questions (Page 5) | |
(ii) Student is expected to apply the theory [of metallic bonding] to explain metallic properties | Lesson Citation | Acquire Knowledge |
Student learns about metallic bonding and applies the theory to explain metallic properties. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Text Portion (Page 4-5) |
Assessment Citation | Check Understanding |
Student applies theory of metallic bonding to explain properties of metals. | The Guided Learning: Chemical Bonding (Part 2) resource, which is part of the Chemical Properties unit. | Questions (Page 5) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to define the concept of a mole | Lesson Citation | Acquire Knowledge Learn Skill |
Students are introduced to the concept of a mole. | Activity C of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Introduction and question 1 |
Assessment Citation | Check Understanding |
Students summarize usefulness of moles | Activity C of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Question 7 | |
(ii) Student is expected to use the concept of a mole | Lesson Citation | Acquire Knowledge Learn Skill |
Students use the concept of a mole in basic stoichiometry problems. | Activity A of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Questions 1 and 2 |
Assessment Citation | Check Understanding Practice Skill |
Students use the concept of a mole to answer basic questions related to chemical reactions. | Activity A of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Learn Skill | Students use the concept of a mole in basic stoichiometry problems. | Activity A of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Introduction |
Assessment Citation | Check Understanding Practice Skill |
Students use the concept of a mole in basic stoichiometry problems. | Activity B of the Stoichiometry Student Exploration. This investigation is to be used with the Stoichiometry Gizmo. | Question 5.B |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to use the law of conservation of mass to write chemical equations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about balanced equations and their relationship to the conservation of mass | Gizmo Warm-up of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the law of conservation of matter | The assessment questions for the Chemical Equations Gizmo. | Question 5 | |
(ii) Student is expected to use the law of conservation of mass to balance chemical equations | Lesson Citation | Acquire Knowledge |
Student learns about balanced equations and their relationship to the conservation of mass | Activity B of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Questions 1 through 5 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of balanced equations | The assessment questions for the Chemical Equations Gizmo. | Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe the unique role of water in chemical systems | Lesson Citation | Acquire Knowledge |
Student learns about the important properties of water. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Activity B |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates understanding of water's important properties. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Activity B questions 2, 3, 4, 5 | |
(ii) Student is expected to describe the unique role of water in biological systems | Lesson Citation | Acquire Knowledge |
Student learns about the important properties of water. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Activity B |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates understanding of water's important properties. | The Guided Learning: Molecular Structure and Properties resource, which is part of the Chemical Properties unit. | Activity B questions 1, 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to understand energy and its forms, including kinetic energ[y] | Lesson Citation | Acquire Knowledge |
Student investigates kinetic and potential energy in the context of sliding objects. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of kinetic energy. | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 1 | |
(ii) Student is expected to understand energy and its forms, including potential energ[y] | Lesson Citation | Acquire Knowledge |
Student investigates potential and thermal energy in the context of a csystem where the potential energy of a falling weight raises the temperature of a volume of water. | Activity A and B of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of potential energy. | The assessment questions for the Energy Conversion in a System Gizmo. | Questions 1 and 2 | |
(iii) Student is expected to understand energy and its forms, including chemical energ[y] | Lesson Citation | Acquire Knowledge |
Student learns about chemical energy. | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Text (page 2) |
Assessment Citation | Check Understanding |
Student demonstrates understanding of chemical energy | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Comprehension questions (page 3) | |
(iv) Student is expected to understand energy and its forms, including thermal energ[y] | Lesson Citation | Acquire Knowledge |
Student investigates potential and thermal energy in the context of a csystem where the potential energy of a falling weight raises the temperature of a volume of water. | Activity C of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of thermal energy. | The assessment questions for the Energy Conversion in a System Gizmo. | Questions 3 and 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to understand the law of conservation of energy | Lesson Citation | Acquire Knowledge |
Student investigates conservatin of energy in the context of a brick sliding down a frictionless ramp. | Activity A of the Inclined Plane - Sliding Objects Student Exploration. This investigation is to be used with the Inclined Plane - Sliding Objects Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of conservation of energy. | The assessment questions for the Inclined Plane - Sliding Objects Gizmo. | Question 1 | |
(ii) Student is expected to understand the processes of heat transfer | Lesson Citation | Acquire Knowledge |
Student investigates potential and thermal energy in the context of a csystem where the potential energy of a falling weight raises the temperature of a volume of water. | Activitites A, B, and C of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student demonstrates understanding of heat transfer. | The assessment questions for the Energy Conversion in a System Gizmo. | Questions 1 through 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to work with enthalpy when analyzing chemical reaction equations | The Problem Solving: Enthalpy Calculations resource, which is part of the Chemical Energy unit. | Text Portion |
Assessment Citation | Check Understanding Practice Skill |
Student solves problems requiring analysis of thermochemical equations | The Problem Solving: Enthalpy Calculations resource, which is part of the Chemical Energy unit. | Problems | |
(ii) Student is expected to classify reactions as exothermic or endothermic | Lesson Citation | Acquire Knowledge |
Student learns about exothermic and endothermic reactions | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Text page 3-4 |
Assessment Citation | Check Understanding |
Students classify a reaction as exothermic or endothermic | The Guided Learning: Chemical Energy resource, which is part of the Chemical Energy unit. | Page 4 problems 1, 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to perform calculations involving heat | Lesson Citation | Acquire Knowledge |
Student investigates potential and thermal energy in the context of a csystem where the potential energy of a falling weight raises the temperature of a volume of water. | Activity C of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student performs energy transfer calculations related to quantity of heat. | The assessment questions for the Energy Conversion in a System Gizmo. | Questions 5 | |
(ii) Student is expected to perform calculations involving mass | Lesson Citation | Acquire Knowledge |
Student investigates potential and thermal energy in the context of a csystem where the potential energy of a falling weight raises the temperature of a volume of water. | Activity C of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Assessment Citation | Check Understanding |
Student performs energy transfer calculations related to mass. | The assessment questions for the Energy Conversion in a System Gizmo. | Questions 3 and 4 | |
(iii) Student is expected to perform calculations involving temperature change | Lesson Citation | Acquire Knowledge |
Students investigate energy transfer by using a virtual calorimeter. | Activity C of the Calorimetry Lab Student Exploration. This investigation is to be used with the Calorimetry Lab Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student performs thermodynamic calculations. | The assessment questions for the Calorimetry Lab Gizmo. | Question 4 | |
(iv) Student is expected to perform calculations involving specific heat | Lesson Citation | Acquire Knowledge |
Students investigate energy transfer by using a virtual calorimeter. | Activity C of the Calorimetry Lab Student Exploration. This investigation is to be used with the Calorimetry Lab Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student performs thermodynamic calculations. | The assessment questions for the Calorimetry Lab Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Student performs a calorimetry lab to determine enthalpy change. | The Lab Activity: Chemical Reaction Calorimetry resource, which is part of the Chemical Energy unit. | Text Portion |
Assessment Citation | Check Understanding Practice Skill |
Student performs a calorimetry lab to determine enthalpy change. | The Lab Activity: Chemical Reaction Calorimetry resource, which is part of the Chemical Energy unit. | Questions and Problems |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to describe the characteristics of alpha radiation | Lesson Citation | Acquire Knowledge |
Students investigate Nuclear Decay | Activity A of the Nuclear Decay Student Exploration. This investigation is to be used with the Nuclear Decay Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of alpha decay. | The assessment questions for the Nuclear Decay Gizmo. | Question 1 | |
(ii) Student is expected to describe the characteristics of beta radiation | Lesson Citation | Acquire Knowledge |
Students investigate Nuclear Decay | Activity B of the Nuclear Decay Student Exploration. This investigation is to be used with the Nuclear Decay Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of beta decay. | The assessment questions for the Nuclear Decay Gizmo. | Question 2 | |
(iii) Student is expected to describe the characteristics gamma radiation | Lesson Citation | Acquire Knowledge |
Students learn about radioactive decay | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity A |
Assessment Citation | Check Understanding |
Student demonstrates understanding of gamma decay | The Guided Learning: Radioactivity and the Weak Force resource, which is part of the Fundamental Forces unit. | Activity A questions 2, 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students investigate Nuclear Decay | Acitivities A, B, and C of the Nuclear Decay Student Exploration. This investigation is to be used with the Nuclear Decay Gizmo. | Whole Activities |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of nuclear reactions | AQ of the Nuclear Decay Student Exploration. This investigation is to be used with the Nuclear Decay Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student learns about fission and fusion in the midst of a lesson on mass-energy equivalence | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Activity D |
Assessment Citation | Check Understanding |
Students compare fission and fusion reactions | The Guided Learning: Mass-Energy Equivalence resource, which is part of the Special Relativity and Mass-Energy Equivalence unit. | Activity D questions 1-3 |