Organization: Pearson Education
Product Name: Chemistry Texas
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-c20f6ce9-719d-436d-a24b-b2133b2f91f6
Timestamp:  Friday, January 18, 2019 11:29 AM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. - CHEM.6C
The student is expected to use isotopic composition to calculate average atomic mass of an element. - CHEM.6D
The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. - CHEM.6A
The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. - CHEM.6B
The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. - 6.2E
The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. - CHEM.2I
The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. - CHEM.2G
The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. - CHEM.2H
The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. - CHEM.2E
The student is expected to collect data and make measurements with accuracy and precision. - CHEM.2F
The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. - CHEM.2C
The student is expected to distinguish between scientific hypotheses and scientific theories. - CHEM.2D
The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. - CHEM.6E
The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. - CHEM.2A
The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. - CHEM.2B
The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. - CHEM.7D
The student is expected to describe the unique role of water in chemical and biological systems. - CHEM.10A
The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. - CHEM.7E
The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. - CHEM.3A
The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. - CHEM.10B
The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. - CHEM.7B
The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. - CHEM.7C
The student is expected to calculate the concentration of solutions in units of molarity. - CHEM.10C
The student is expected to use molarity to calculate the dilutions of solutions. - CHEM.10D
The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. - CHEM.7A
The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. - CHEM.10E
The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. - CHEM.10F
The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. - CHEM.10G
The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. - CHEM.10H
The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. - CHEM.10I
The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. - CHEM.10J
The student is expected to describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nuclecus and electrons in the electron cloud. - 8.5A
The student is expected to identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity. - 8.5B
The student is expected to research and describe the history of chemistry and contributions of scientists. - CHEM.3F
The student is expected to evaluate the impact of research on scientific thought, society, and the environment. - CHEM.3D
The student is expected to investigate how evidence of chemical reactions indicate that new substances with different properties are formed. - 8.5E
The student is expected to describe the connection between chemistry and future careers. - CHEM.3E
The student is expected to recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. - 8.5F
The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. - CHEM.3B
The student is expected to interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements. - 8.5C
The student is expected to draw inferences based on data related to promotional materials for products and services. - CHEM.3C
The student is expected to recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. - 8.5D
The student is expected to differentiate between physical and chemical changes and properties. - CHEM.4A
The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. - CHEM.8E
The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. - CHEM.11A
The student is expected to identify extensive and intensive properties. - CHEM.4B
The student is expected to understand the law of conservation of energy and the processes of heat transfer. - CHEM.11B
The student is expected to calculate percent composition and empirical and molecular formulas. - CHEM.8C
The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. - CHEM.11C
The student is expected to use the law of conservation of mass to write and balance chemical equations. - CHEM.8D
The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. - CHEM.11D
The student is expected to define and use the concept of a mole. - CHEM.8A
The student is expected to use calorimetry to calculate the heat of a chemical process. - CHEM.11E
The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. - CHEM.8B
The student is expected to plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. - BIO.2E
The student is expected to analyze, evaluate, make inferences, and predict trends from data. - BIO.2G
The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. - 8.2E
The student is expected to collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. - BIO.2F
The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. - BIO.2H
The student is expected to design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. - 8.2B
The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. - BIO.2A
The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. - CHEM.4C
The student is expected to know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed. - BIO.2C
The student is expected to classify matter as pure substances or mixtures through investigation of their properties. - CHEM.4D
The student is expected to describe the characteristics of alpha, beta, and gamma radiation. - CHEM.12A
The student is expected to plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. - 8.2A
The student is expected to know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. - BIO.2B
The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. - CHEM.5B
The student is expected to describe radioactive decay process in terms of balanced nuclear equations. - CHEM.12B
The student is expected to compare fission and fusion reactions. - CHEM.12C
The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. - CHEM.5C
The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. - CHEM.5A
The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. - CHEM.9B
The student is expected to describe the postulates of kinetic molecular theory. - CHEM.9C
The student is expected to describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles. - BIO.12E
The student is expected to recognize that long-term survival of species is dependent on changing resource bases that are limited. - BIO.12D
The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. - CHEM.9A
The student is expected to research and describe the history of biology and contributions of scientists. - BIO.3F
The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. - 7.2E
The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). - CHEM.1B
The student is expected to identify advantages and limitations of models such as size, scale, properties, and materials. - 8.3C
The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. - BIO.3A
The student is expected to relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. - 8.3D
The student is expected to demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. - CHEM.1C
The student is expected to evaluate the impact of scientific research on society and the environment. - BIO.3D
The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. - 8.3A
The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. - CHEM.1A
The student is expected to use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature. - 8.3B


List of all Files Validated:

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Title: Chemistry Texas

Description: Chemistry Texas


         Chemistry Tools Container

            Texas Pearson Chemistry Digital Glossary

            Texas Pearson Chemistry Accessible Student Edition

         Chapter 1: Introduction to Chemistry

            Chapter 1: Untamed Science™ Chapter Video

               Lesson 1: Engage

                  Lesson 1: Engage Student Voice

                  Nature of Science: What Good Can Chemistry Do? Untamed Science™ Video
                    Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Lesson 1.1: The Scope of Chemistry

               Lesson 1.1: Learn

                  Lesson 1.1: Learn Student Voice

                  Nature of Science: The Scope of Chemistry Editable Pres
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 

                  Nature of Science: The Scope of Chemistry Graphic Organizer
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 

                  Impact of Scientific Research Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles. The student is expected to evaluate the impact of scientific research on society and the environment. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to recognize that long-term survival of species is dependent on changing resource bases that are limited. 

                  Nature of Science: Branches of Chemistry Summary Worksheet
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. 

                  Nature of Science: Lab Safety Virtual Lab
                    Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

                  Nature of Science: The Scope of Chemistry Student eText Lsn
                    Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the connection between chemistry and future careers. 

               Lesson 1.1: Practice

                  Lesson 1.1: Practice Student Voice

                  Nature of Science: A World Without Chemistry? Interactivity
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Lesson 1.1: Assess

                  Lesson 1.1: Assess Student Voice

                  Nature of Science: The Scope of Chemistry Student eText Lsn
                    Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the connection between chemistry and future careers. 

                  Nature of Science: Lesson 1.1 Quiz
                    Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the connection between chemistry and future careers. 

            Lesson 1.2: Chemistry and You

               Lesson 1.2: Learn

                  Lesson 1.2: Learn Student Voice

                  Nature of Science: Chemistry and You Editable Pres
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to describe the connection between chemistry and future careers. 

                  Nature of Science: Chemistry and You Graphic Organizer
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to describe the connection between chemistry and future careers. 

                  Contribution of Henri Becquerel Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Considering a Job in Chemistry? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to describe the connection between chemistry and future careers. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 

                  Nature of Science: Why Study Chemistry? Summary
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nature of Science: Plastic Packaging in Waste Data Analysis Lab
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Nature of Science: Chemistry and You Student eText Lsn
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to describe the connection between chemistry and future careers. 

               Lesson 1.2: Practice

                  Lesson 1.2: Practice Student Voice

                  Nature of Science: Bioplastics Interactivity
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Lesson 1.2: Assess

                  Lesson 1.2: Assess Student Voice

                  Nature of Science: Chemistry and You Student eText Lsn
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nature of Science: Lesson 1.2 Quiz
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Lesson 1.3: Thinking Like a Scientist

               Lesson 1.3: Learn

                  Lesson 1.3: Learn Student Voice

                  Nature of Science: Thinking Like a Scientist Editable Pres
                    Curriculum Standards: The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). 

                  Nature of Science: Thinking Like a Scientist Graphic Organizer
                    Curriculum Standards: The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). 

                  Tools in the Science Toolbelt Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. The student is expected to analyze, evaluate, make inferences, and predict trends from data. The student is expected to  know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to research and describe the history of biology and contributions of scientists. The student is expected to collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. The student is expected to plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed. 

                  Did a Chemical Change Occur? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Relying on Empirical Evidence Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to draw inferences based on data related to promotional materials for products and services. 

                  Communicating Results in Chemistry Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 

                  Hypothesis vs Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Scientific Theories are Testable Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  How Do You Form a Hypothesis? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Tips for Conserving in Chemistry Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

                  Navigating a MSDS Sheet Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

                  Nature of Science: Understanding Science Summary Worksheet
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Nature of Science: Observing and Inferring Descriptive Lab
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Nature of Science: Thinking Like a Scientist Student eText Lsn
                    Curriculum Standards: The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). 

                  Conducting Chemistry Safely Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

               Lesson 1.3: Practice

                  Lesson 1.3: Practice Student Voice

                  Nature of Science: Bubbles! Quick Lab
                    Curriculum Standards: The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. 

               Lesson 1.3: Assess

                  Lesson 1.3: Assess Student Voice

                  Nature of Science: Thinking Like a Scientist Student eText Lsn
                    Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Nature of Science: Lesson 1.3 Quiz
                    Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Lesson 1.4: Problem Solving in Chemistry

               Lesson 1.4: Learn

                  Lesson 1.4: Learn Student Voice

                  Nature of Science: Problem Solving in Chemistry Editable Pres
                    Curriculum Standards: The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Nature of Science: Problem Solving in Chemistry Graphic Organizer
                    Curriculum Standards: The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Communicating Results in Chemistry Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 

                  Analyzing Raw Data Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Using Math in Chemistry Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Collecting and Organizing Data Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Planning a Chemistry Investigation Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Nature of Science: Estimating Walking Time Student Tutorial
                    Curriculum Standards: The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Nature of Science: Equations Student Tutorial
                    Curriculum Standards: The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Nature of Science: Problem Solving in Chemistry Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. 

               Lesson 1.4: Practice

                  Lesson 1.4: Practice Student Voice

                  Nature of Science: Problem Solving in Chemistry Activity Worksheet
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

               Lesson 1.4: Assess

                  Lesson 1.4: Assess Student Voice

                  Nature of Science: Problem Solving in Chemistry Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Nature of Science: Lesson 1.4 Quiz
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Chapter 1: Chapter and Lesson Labs

               Nature of Science: Thinking Toward a Theory Lab Investigation
                 Curriculum Standards: The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. 

               Nature of Science: Produce a Safety Video Lab Investigation
                 Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

               Nature of Science: Observing and Inferring Descriptive Lab
                 Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

               Nature of Science: What Can't Science Tell You? Lab Investigation
                 Curriculum Standards: The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the connection between chemistry and future careers. The student is expected to research and describe the history of biology and contributions of scientists. The student is expected to plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. 

               Nature of Science: Plastic Packaging in Waste Data Analysis Lab
                 Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

               Nature of Science: Laboratory Safety Small-Scale Lab
                 Curriculum Standards: The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. 

            Identifying Similarities and Differences Student Tutorial
              Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            How Do You Form a Hypothesis? Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Nature of Science: Thinking Like a Scientist Wkbk Lesson
              Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. 

            Considering a Job in Chemistry? Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 

            Nature of Science: What Good Can Chemistry Do? Untamed Science™ Video
              Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Matter: Properties of Matter Summary
              Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Nature of Science: Chapter 1 Test
              Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, ncluding examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). 

         Chapter 2: Matter and Change

            Chapter 2: Untamed Science™ Chapter Video

               Lesson 2: Engage

                  Lesson 2: Engage Student Voice

                  Matter: A New "Roll" for Old Tires Untamed Science™ Video
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Lesson 2.1: Properties of Matter

               Lesson 2.1: Learn

                  Lesson 2.1: Learn Student Voice

                  Matter: Properties of Matter Editable Pres
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Properties of Matter Graphic Organizer
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Intensive or Extensive Properties Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. 

                  Did a Chemical Change Occur? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Properties of Matter Summary
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  Matter: Mass, Volume, and Density Descriptive Lab
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Properties of Matter Student eText Lsn
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 2.1: Practice

                  Lesson 2.1: Practice Student Voice

                  Matter: Comparing Physical Properties Activity Worksheet
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               Lesson 2.1: Assess

                  Lesson 2.1: Assess Student Voice

                  Matter: Properties of Matter Student eText Lsn
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to describe the connection between chemistry and future careers. The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Lesson 2.1 Quiz
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to describe the connection between chemistry and future careers. The student is expected to differentiate between physical and chemical changes and properties. 

            Lesson 2.2: Mixtures

               Lesson 2.2: Learn

                  Lesson 2.2: Learn Student Voice

                  Matter: Mixtures Editable Pres
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Mixtures Graphic Organizer
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Substances and Mixtures Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Mixtures Summary Worksheet
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Mixtures Quick Lab
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Mixtures Student eText Lsn
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 2.2: Practice

                  Lesson 2.2: Practice Student Voice

                  Matter: Distillation Interactivity
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 2.2: Assess

                  Lesson 2.2: Assess Student Voice

                  Matter: Mixtures Student eText Lsn
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Lesson 2.2 Quiz
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

            Lesson 2.3: Elements and Compounds

               Lesson 2.3: Learn

                  Lesson 2.3: Learn Student Voice

                  Matter: Elements and Compounds Editable Pres
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Elements and Compounds Graphic Organizer
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to differentiate between physical and chemical changes and properties. 

                  Substances and Mixtures Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Distinguishing Substances and Mixtures Student Tutorial
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Matter: Physical and Chemical Change Lab Investigation
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Elements and Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to differentiate between physical and chemical changes and properties. 

               Lesson 2.3: Practice

                  Lesson 2.3: Practice Student Voice

                  Matter: Elements and Compounds Activity Worksheet
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 2.3: Assess

                  Lesson 2.3: Assess Student Voice

                  Matter: Elements and Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Lesson 2.3 Quiz
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to differentiate between physical and chemical changes and properties. 

            Lesson 2.4: Chemical Reactions

               Lesson 2.4: Learn

                  Lesson 2.4: Learn Student Voice

                  Matter: Chemical Reactions Editable Pres
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Matter: Chemical Reactions Graphic Organizer
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Did a Chemical Change Occur? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Chemical Change Interactivity
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Classifying Changes to Matter Descriptive Lab
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 2.4: Practice

                  Lesson 2.4: Practice Student Voice

                  Matter: Matter and Change Activity Worksheet
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. 

               Lesson 2.4: Assess

                  Lesson 2.4: Assess Student Voice

                  Matter: Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to differentiate between physical and chemical changes and properties. 

                  Matter: Lesson 2.4 Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to differentiate between physical and chemical changes and properties. 

            Chapter 2: Chapter and Lesson Labs

               Matter: Separating Mixtures Quick Lab
                 Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Matter: Mixtures Quick Lab
                 Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Matter: Wastewater Treatment Lab Investigation

               Matter: Physical and Chemical Change Lab Investigation
                 Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               Matter: Observing a Chemical Reaction Descriptive Lab
                 Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

               Matter: Mass, Volume, and Density Descriptive Lab
                 Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. 

               Matter: Classifying Changes to Matter Descriptive Lab
                 Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               Matter: 1 + 2 +3 = Black! Small-Scale Lab
                 Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Solids, Liquids, and Gases Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Analyzing and Interpreting a Data table Student Tutorial

            Intensive or Extensive Properties Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to identify extensive and intensive properties. 

            Matter: Distillation Interactivity

            Analyzing and Interpreting a Diagram Student Tutorial
              Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Did a Chemical Change Occur? Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Matter: Chapter 2 Test
              Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to differentiate between physical and chemical changes and properties. 

         Chapter 3: Scientific Measurement

            Chapter 3: Untamed Science™ Chapter Video

               Lesson 3: Engage

                  Lesson 3: Engage Student Voice

                  Investigative Process: Being Precisely Accurate Untamed Science™ Video
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

            Lesson 3.1: Using and Expressing Measurements

               Lesson 3.1: Learn

                  Lesson 3.1: Learn Student Voice

                  Investigative Process: Using and Expressing Measurements Editable Pres
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Using and Expressing Measurements Graphic Organizer
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Using Math in Chemistry Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Significant Figures Student Tutorial
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Accuracy and Precision Quick Lab
                    Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Using and Expressing Measurements Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

               Lesson 3.1: Practice

                  Lesson 3.1: Practice Student Voice

                  Investigative Process: Using Scientific Notation Activity Worksheet
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

               Lesson 3.1: Assess

                  Lesson 3.1: Assess Student Voice

                  Investigative Process: Using and Expressing Measurements Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Lesson 3.1 Quiz
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Lesson 3.2: Units of Measurement

               Lesson 3.2: Learn

                  Lesson 3.2: Learn Student Voice

                  Investigative Process: Units of Measurement Editable Pres
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Units of Measurement Graphic Organizer
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Temperature Scales Student Tutorial
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Scientific Measurement Skills Lab
                    Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Units of Measurement Student eText Lsn
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

               Lesson 3.2: Practice

                  Lesson 3.2: Practice Student Voice

                  Investigative Process: The Density of Solids and Liquids Virtual Lab
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. 

               Lesson 3.2: Assess

                  Lesson 3.2: Assess Student Voice

                  Investigative Process: Units of Measurement Student eText Lsn
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Lesson 3.2 Quiz
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Lesson 3.3: Solving Conversion Problems

               Lesson 3.3: Learn

                  Lesson 3.3: Learn Student Voice

                  Investigative Process: Solving Conversion Problems Editable Pres
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Solving Conversion Problems Graphic Organizer
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Dimensional Analysis Summary
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Now What Do I Do? Small-Scale Lab
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Investigative Process: Solving Conversion Problems Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

               Lesson 3.3: Practice

                  Lesson 3.3: Practice Student Voice

                  Investigative Process: Converting Between Metric Units Activity Worksheet
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

               Lesson 3.3: Assess

                  Lesson 3.3: Assess Student Voice

                  Investigative Process: Solving Conversion Problems Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Investigative Process: Lesson 3.3 Quiz
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Chapter 3: Chapter and Lesson Labs

               Investigative Process: Scientific Measurement Skills Lab
                 Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

               Investigative Process: Accuracy and Precision Quick Lab
                 Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

               Investigative Process: Effects of Greenhouse Gases Lab Investigation
                 Curriculum Standards: The student is expected to identify extensive and intensive properties. 

               Investigative Process: Now What Do I Do? Small-Scale Lab
                 Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Identifying Similarities and Differences Student Tutorial
              Curriculum Standards: The student is expected to identify extensive and intensive properties. 

            Investigative Process: Temperature Scales Student Tutorial
              Curriculum Standards: The student is expected to identify extensive and intensive properties. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Did a Chemical Change Occur? Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

            Investigative Process: Being Precisely Accurate Untamed Science™ Video
              Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to collect data and make measurements with accuracy and precision. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. The student is expected to collect data and make measurements with accuracy and precision. 

            Investigative Process: Chapter 3 Test
              Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

         Chapter 4: Atomic Structure

            Chapter 4: Untamed Science™ Chapter Video

               Lesson 4: Engage

                  Lesson 4: Engage Student Voice

                  Matter: What Can Bones Tell Us? Untamed Science™ Video
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

            Lesson 4.1: Defining the Atom

               Lesson 4.1: Learn

                  Lesson 4.1: Learn Student Voice

                  Matter: Defining the Atom Editable Pres
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Defining the Atom Graphic Organizer
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Dalton and the Atomic Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: If Atoms Were the Size of Pennies Interactivity

                  Matter: Using Inference: The Black Box Quick Lab
                    Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

                  Matter: Defining the Atom Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 4.1: Practice

                  Lesson 4.1: Practice Student Voice

                  Matter: Defining the Atom Activity Worksheet
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 4.1: Assess

                  Lesson 4.1: Assess Student Voice

                  Matter: Defining the Atom Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Lesson 4.1 Quiz
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Lesson 4.2: Structure of the Nuclear Atom

               Lesson 4.2: Learn

                  Lesson 4.2: Learn Student Voice

                  Matter: Structure of the Nuclear Atom Editable Pres
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Structure of the Nuclear Atom Graphic Organizer
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Dalton and the Atomic Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Dissecting the Atom Summary
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Rutherford's Experiment Virtual Lab
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Structure of the Nuclear Atom Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 4.2: Practice

                  Lesson 4.2: Practice Student Voice

                  Matter: Rutherford's Experiment Interactivity
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 4.2: Assess

                  Lesson 4.2: Assess Student Voice

                  Matter: Structure of the Nuclear Atom Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Lesson 4.2 Quiz
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Lesson 4.3: Distinguishing Among Atoms

               Lesson 4.3: Learn

                  Lesson 4.3: Learn Student Voice

                  Matter: Distinguishing Among Atoms Editable Pres
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Matter: Distinguishing Among Atoms Graphic Organizer
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Matter: Distinguishing Among Atoms Interactivity
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Matter: The Atomic Mass of "Candium" Small-Scale Lab
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Matter: Distinguishing Among Atoms Student eText Lsn
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

               Lesson 4.3: Practice

                  Lesson 4.3: Practice Student Voice

                  Matter: Composition of an Atom Student Tutorial
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

               Lesson 4.3: Assess

                  Lesson 4.3: Assess Student Voice

                  Matter: Distinguishing Among Atoms Student eText Lsn
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Matter: Lesson 4.3 Quiz
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

            Chapter 4: Chapter and Lesson Labs

               Matter: Using Inference: The Black Box Quick Lab
                 Curriculum Standards: The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

               Matter: Rutherford's Experiment Comparative Lab

               Matter: The Atomic Mass of "Candium" Small-Scale Lab
                 Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to use isotopic composition to calculate average atomic mass of an element. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            How Is Atomic Mass Determined? Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

            Matter: Rutherford's Experiment Interactivity
              Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Matter: Chapter 4 Test
              Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

         Chapter 5: Electrons in Atoms

            Chapter 5: Untamed Science™ Chapter Video

               Lesson 5: Engage

                  Lesson 5: Engage Student Voice

                  Matter: The Chemistry of Fireworks Untamed Science™ Video
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

            Lesson 5.1: Revising the Atomic Model

               Lesson 5.1: Learn

                  Lesson 5.1: Learn Student Voice

                  Matter: Revising the Atomic Model Editable Pres
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Revising the Atomic Model Graphic Organizer
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Electron Orbitals Interactivity
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Flame Tests Quick Lab
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

                  Matter: Revising the Atomic Model Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 5.1: Practice

                  Lesson 5.1: Practice Student Voice

                  Matter: Models of the Atom Activity Worksheet
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Lesson 5.1: Assess

                  Lesson 5.1: Assess Student Voice

                  Matter: Revising the Atomic Model Student eText Lsn
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Lesson 5.1 Quiz
                    Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Lesson 5.2: Electron Arrangement in Atoms

               Lesson 5.2: Learn

                  Lesson 5.2: Learn Student Voice

                  Matter: Electron Arrangement in Atoms Editable Pres
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Matter: Electron Arrangement in Atoms Graphic Organizer
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Matter: Electron Configurations of Selected Elements Student Tutorial
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Matter: Writing Electron Configurations Student Tutorial
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Matter: Electron Arrangement in Atoms Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 5.2: Practice

                  Lesson 5.2: Practice Student Voice

                  Matter: Writing Electron Configurations Activity Worksheet
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 5.2: Assess

                  Lesson 5.2: Assess Student Voice

                  Matter: Electron Arrangement in Atoms Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Matter: Lesson 5.2 Quiz
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Lesson 5.3: Atomic Emission Spectra and the Quantum Mechanical Model

               Lesson 5.3: Learn

                  Lesson 5.3: Learn Student Voice

                  Matter: The Quantum Mechanical Model Editable Pres
                    Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. 

                  Matter: The Quantum Mechanical Model Graphic Organizer
                    Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. 

                  Using Planck's Constant Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

                  c = lambda times nu Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

                  Matter: The Electromagnetic Spectrum Summary
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Atomic Emission Spectra Small-Scale Lab
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

                  Matter: The Quantum Mechanical Model Student eText Lsn
                    Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. 

               Lesson 5.3: Practice

                  Lesson 5.3: Practice Student Voice

                  Matter: Interpreting Graphics Activity Worksheet
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

               Lesson 5.3: Assess

                  Lesson 5.3: Assess Student Voice

                  Matter: The Quantum Mechanical Model Student eText Lsn
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

                  Matter: Lesson 5.3 Quiz
                    Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Chapter 5: Chapter and Lesson Labs

               Matter: Flame Tests Quick Lab
                 Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

               Matter: Introduction to the Spectrophotometer Lab Investigation
                 Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

               Matter: Energies of Electrons Descriptive Lab
                 Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

               Matter: Atomic Emission Spectra Small-Scale Lab
                 Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

            Synthesizing Information Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Matter: The Electromagnetic Spectrum Summary
              Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Using Planck's Constant Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

            Matter: Electron Configurations of Selected Elements Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Analyzing and Interpreting a Diagram Student Tutorial
              Curriculum Standards: The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. 

            Matter: Writing Electron Configurations Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Matter: Chapter 5 Test
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

         Chapter 6: The Periodic Table

            Chapter 6: Untamed Science™ Chapter Video

               Lesson 6: Engage

                  Lesson 6: Engage Student Voice

                  Periodic Table: The Name-the-Element Game Untamed Science™ Video
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Lesson 6.1: Organizing the Elements

               Lesson 6.1: Learn

                  Lesson 6.1: Learn Student Voice

                  Periodic Table: Organizing the Elements Editable Pres
                    Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Organizing the Elements Graphic Organizer
                    Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Earth, Air, Fire, and Water Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Periodic Table: Metals, Nonmetals, and Metalloids Summary Worksheet
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Organize by Properties Quick Lab
                    Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Periodic Table: Organizing the Elements Student eText Lsn
                    Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

               Lesson 6.1: Practice

                  Lesson 6.1: Practice Student Voice

                  Periodic Table: Periodic Table of Musical Instruments Interactivity
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

               Lesson 6.1: Assess

                  Lesson 6.1: Assess Student Voice

                  Periodic Table: Organizing the Elements Student eText Lsn
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Periodic Table: Lesson 6.1 Quiz
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Lesson 6.2: Classifying the Elements

               Lesson 6.2: Learn

                  Lesson 6.2: Learn Student Voice

                  Periodic Table: Classifying the Elements Editable Pres
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Periodic Table: Classifying the Elements Graphic Organizer
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  How Is Atomic Mass Determined? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. 

                  Families of Chemical Elements Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Electron Dot Structures Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Periodic Table: The Periodic Table Summary
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Periodic Table: Periodic Properties Comparative Lab
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

                  Periodic Table: Classifying the Elements Student eText Lsn
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 6.2: Practice

                  Lesson 6.2: Practice Student Voice

                  Periodic Table: Electron Configurations Student Tutorial
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 6.2: Assess

                  Lesson 6.2: Assess Student Voice

                  Periodic Table: Classifying the Elements Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Lesson 6.2 Quiz
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Lesson 6.3: Periodic Trends

               Lesson 6.3: Learn

                  Lesson 6.3: Learn Student Voice

                  Periodic Table: Periodic Trends Editable Pres
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Periodic Trends Graphic Organizer
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Left and Low vs High and Right Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Understanding Periodic Trends Interactivity
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Periodicity in Three Dimensions Small-Scale Lab
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Periodic Trends Student eText Lsn
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

               Lesson 6.3: Practice

                  Lesson 6.3: Practice Student Voice

                  Periodic Table: Atomic Radius vs Atomic Number Activity Worksheet
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

               Lesson 6.3: Assess

                  Lesson 6.3: Assess Student Voice

                  Periodic Table: Periodic Trends Student eText Lsn
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

                  Periodic Table: Lesson 6.3 Quiz
                    Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Chapter 6: Chapter and Lesson Labs

               Periodic Table: Periodic Trends in Ionic Radii Quick Lab
                 Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

               Periodic Table: Organize by Properties Quick Lab
                 Curriculum Standards: The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

               Periodic Table: Properties of Chemical Families Lab Investigation
                 Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

               Periodic Table: Periodic Properties Comparative Lab
                 Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to identify extensive and intensive properties. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

               Periodic Table: Periodicity in Three Dimensions Small-Scale Lab
                 Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Analyzing and Interpreting a Diagram Student Tutorial
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Earth, Air, Fire, and Water Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

            Families of Chemical Elements Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Periodic Table: The Periodic Table Summary
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

            Periodic Table: Understanding Periodic Trends Interactivity
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. 

            Periodic Table: Chapter 6 Test
              Curriculum Standards: The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

         Chapter 7: Ionic and Metallic Bonding

            Chapter 7: Untamed Science™ Chapter Video

               Lesson 7: Engage

                  Lesson 7: Engage Student Voice

                  Bonding: Cave Crystals Untamed Science™ Video
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Lesson 7.1: Ions

               Lesson 7.1: Learn

                  Lesson 7.1: Learn Student Voice

                  Bonding: Ions Editable Pres
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Bonding: Ions Graphic Organizer
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Electron Dot Structures Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Bonding: Electron Dot Structures Summary Worksheet
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Bonding: Electron Configurations Small-Scale Lab
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Bonding: Ions Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

               Lesson 7.1: Practice

                  Lesson 7.1: Practice Student Voice

                  Bonding: Ions Activity Worksheet
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 7.1: Assess

                  Lesson 7.1: Assess Student Voice

                  Bonding: Ions Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

                  Bonding: Lesson 7.1 Quiz
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. 

            Lesson 7.2: Ionic Bonding and Ionic Compounds

               Lesson 7.2: Learn

                  Lesson 7.2: Learn Student Voice

                  Bonding: Ionic Bonding and Ionic Compounds Editable Pres
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Bonding: Ionic Bonding and Ionic Compounds Graphic Organizer
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

                  Bonding: Predicting Formulas of Ionic Compounds Student Tutorial
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: Solutions Containing Ions Quick Lab
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: Ionic Bonding and Ionic Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Lesson 7.2: Practice

                  Lesson 7.2: Practice Student Voice

                  Bonding: Ionic Compounds Formula Prediction Activity Worksheet
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Lesson 7.2: Assess

                  Lesson 7.2: Assess Student Voice

                  Bonding: Ionic Bonding and Ionic Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Bonding: Lesson 7.2 Quiz
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Lesson 7.3: Bonding in Metals

               Lesson 7.3: Learn

                  Lesson 7.3: Learn Student Voice

                  Bonding: Bonding in Metals Editable Pres
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Bonding: Bonding in Metals Graphic Organizer
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nature of Metallic Bonds Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: Crystalline Structures of Metals Interactivity
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: Crystal Structures Descriptive Lab
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  Bonding: Bonding in Metals Student eText Lsn
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Lesson 7.3: Practice

                  Lesson 7.3: Practice Student Voice

                  Bonding: Properties of Metals Interactivity
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

               Lesson 7.3: Assess

                  Lesson 7.3: Assess Student Voice

                  Bonding: Bonding in Metals Student eText Lsn
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: Lesson 7.3 Quiz
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

            Chapter 7: Chapter and Lesson Labs

               Bonding: Solutions Containing Ions Quick Lab
                 Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Bonding: Crystal Structures Descriptive Lab
                 Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               Bonding: Electron Configurations Small-Scale Lab
                 Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

               Bonding: Solutions Containing Ions Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Bonding: Solutions Containing Ions Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Bonding: Predicting Formulas of Ionic Compounds Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Electron Dot Structures Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

            Nature of Metallic Bonds Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

            Bonding: Cave Crystals Untamed Science™ Video
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Evaluating Models Student Tutorial
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Bonding: Chapter 7 Test
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

         Chapter 8: Covalent Bonding

            Chapter 8: Untamed Science™ Chapter Video

               Lesson 8: Engage

                  Lesson 8: Engage Student Voice

                  Bonding: Painting With Powder? Untamed Science™ Video
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 8.1: Molecular Compounds

               Lesson 8.1: Learn

                  Lesson 8.1: Learn Student Voice

                  Bonding: Molecular Compounds Editable Pres
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: Molecular Compounds Graphic Organizer
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: The Air Up There Interactivity

                  Bonding: Molecular Formulas Lab Investigation
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Molecular Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

               Lesson 8.1: Practice

                  Lesson 8.1: Practice Student Voice

                  Bonding: Molecular Compounds Activity Worksheet
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 8.1: Assess

                  Lesson 8.1: Assess Student Voice

                  Bonding: Molecular Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Lesson 8.1 Quiz
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 8.2: The Nature of Covalent Bonding

               Lesson 8.2: Learn

                  Lesson 8.2: Learn Student Voice

                  Bonding: The Nature of Covalent Bonding Editable Pres
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: The Nature of Covalent Bonding Graphic Organizer
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Electron Dot Diagrams Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: The Structure of Single Covalent Bonds Interactivity
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: Strengths of Covalent Bonds Quick Lab
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: The Nature of Covalent Bonding Student eText Lsn
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Lesson 8.2: Practice

                  Lesson 8.2: Practice Student Voice

                  Bonding: Drawing Electron Dot Structures Student Tutorial
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Lesson 8.2: Assess

                  Lesson 8.2: Assess Student Voice

                  Bonding: The Nature of Covalent Bonding Student eText Lsn
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: Lesson 8.2 Quiz
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Lesson 8.3: Bonding Theories

               Lesson 8.3: Learn

                  Lesson 8.3: Learn Student Voice

                  Bonding: Bonding Theories Editable Pres
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Bonding: Bonding Theories Graphic Organizer
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  VSEPR Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Bonding: Molecular Shapes Interactivity
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Bonding: Molecular Models Descriptive Lab
                    Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

                  Bonding: Bonding Theories Student eText Lsn
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

               Lesson 8.3: Practice

                  Lesson 8.3: Practice Student Voice

                  Bonding: Molecular Structure Matching Interactivity
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

               Lesson 8.3: assess

                  Lesson 8.3: assess Student Voice

                  Bonding: Bonding Theories Student eText Lsn
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Bonding: Lesson 8.3 Quiz
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

            Lesson 8.4: Polar Bonds and Molecules

               Lesson 8.4: Learn

                  Lesson 8.4: Learn Student Voice

                  Bonding: Polar Bonds and Molecules Editable Pres
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Bonding: Polar Bonds and Molecules Graphic Organizer
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  VSEPR Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Bonding: Polar Molecules Interactivity
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Bonding: Paper Chromatography of Food Dyes Small-Scale Lab

                  Bonding: Polar Bonds and Molecules Student eText Lsn
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

               Lesson 8.4: Practice

                  Lesson 8.4: Practice Student Voice

                  Bonding: Identifying Bond Type Student Tutorial

               Lesson 8.4: Assess

                  Lesson 8.4: Assess Student Voice

                  Bonding: Polar Bonds and Molecules Student eText Lsn
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Bonding: Lesson 8.4 Quiz
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Chapter 8: Chapter and Lesson Labs

               Bonding: Molecular Formulas Lab Investigation
                 Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Bonding: Strengths of Covalent Bonds Quick Lab
                 Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

               Bonding: Molecular Models Descriptive Lab
                 Curriculum Standards: The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

               Bonding: Paper Chromatography of Food Dyes Small-Scale Lab

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

            VSEPR Theory Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

            Interpreting Models Student Tutorial
              Curriculum Standards: The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

            Electron Dot Diagrams Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Bonding: Polar Molecules Interactivity
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Analyzing and Interpreting a Diagram Student Tutorial
              Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

            Bonding: Chapter 8 Test
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

         Chapter 9: Chemical Names and Formulas

            Chapter 9: Untamed Science™ Chapter Video

               Lesson 9: Engage

                  Lesson 9: Engage Student Voice

                  Bonding: Pass Me the Glauber's Salt Untamed Science™ Video
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 9.1: Naming Ions

               Lesson 9.1: Learn

                  Lesson 9.1: Learn Student Voice

                  Bonding: Naming Ions Editable Pres
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Naming Ions Graphic Organizer
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Naming Cations and Anions Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Polyatomic Ions Lab Investigation
                    Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

                  Bonding: Naming Ions Student eText Lsn
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.1: Practice

                  Lesson 9.1: Practice Student Voice

                  Bonding: Naming Ions Activity Worksheet
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.1: Assess

                  Lesson 9.1: Assess Student Voice

                  Bonding: Naming Ions Student eText Lsn
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Lesson 9.1 Quiz
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 9.2: Naming and Writing Formulas for Ionic Compounds

               Lesson 9.2: Learn

                  Lesson 9.2: Learn Student Voice

                  Bonding: Formulas for Ionic Compounds Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Formulas for Ionic Compounds Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  IUPAC Nomenclature Rules Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Writing Formulas for Binary Ionic Compounds Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Ionic Compounds: Names and Formulas Small-Scale Lab
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Formulas for Ionic Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.2: Practice

                  Lesson 9.2: Practice Student Voice

                  Bonding: Formulas for Ionic Compounds Activity Worksheet
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.2: Assess

                  Lesson 9.2: Assess Student Voice

                  Bonding: Formulas for Ionic Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Bonding: Lesson 9.2 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Lesson 9.3: Naming and Writing Formulas for Molecular Compounds

               Lesson 9.3: Learn

                  Lesson 9.3: Learn Student Voice

                  Bonding: Formulas for Molecular Compounds Editable Pres
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

                  Bonding: Formulas for Molecular Compounds Graphic Organizer
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

                  Naming Chemical Compounds Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  IUPAC Nomenclature Rules Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Naming Binary Molecular Compounds Summary
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Molecular Compounds Summary Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

                  Bonding: Formulas for Molecular Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

               Lesson 9.3: Practice

                  Lesson 9.3: Practice Student Voice

                  Bonding: Naming Binary Molecular Compounds Activity Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.3: Assess

                  Lesson 9.3: Assess Student Voice

                  Bonding: Formulas for Molecular Compounds Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Lesson 9.3 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 9.4: Naming and Writing Formulas for Acids and Bases

               Lesson 9.4: Learn

                  Lesson 9.4: Learn Student Voice

                  Bonding: Formulas for Acids and Bases Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Formulas for Acids and Bases Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Acids and Bases Summary
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Names and Formulas of Acids Summary Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Formulas for Acids and Bases Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Lesson 9.4: Practice

                  Lesson 9.4: Practice Student Voice

                  Bonding: Naming Acids and Bases Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Lesson 9.4: Assess

                  Lesson 9.4: Assess Student Voice

                  Bonding: Formulas for Acids and Bases Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Lesson 9.4 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Lesson 9.5: The Laws Governing How Compounds Form

               Lesson 9.5: Learn

                  Lesson 9.5: Learn Student Voice

                  Bonding: The Laws Governing How Compounds Form Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: The Laws Governing How Compounds Form Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Naming Compounds Interactivity
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: Making Ionic Compounds Quick Lab
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Bonding: The Laws Governing How Compounds Form Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.5: Practice

                  Lesson 9.5: Practice Student Voice

                  Bonding: Calculating Mass Ratios Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 9.5: Assess

                  Lesson 9.5: Assess Student Voice

                  Bonding: The Laws Governing How Compounds Form Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Bonding: Lesson 9.5 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Chapter 9: Chapter and Lesson Labs

               Bonding: Making Ionic Compounds Quick Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Bonding: Green Versus Conventional Cleaners Lab Investigation
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Bonding: Polyatomic Ions Lab Investigation
                 Curriculum Standards: The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. 

               Bonding: Ionic Compounds: Names and Formulas Small-Scale Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Bonding: The Ionic Compounds Card Game Descriptive Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Interpreting formulas, symbols, etc Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            IUPAC Nomenclature Rules Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Two Definitions of Acids and Bases Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Bonding: Naming Acids and Bases Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Bonding: Writing Formulas for Binary Ionic Compounds Student Tutorial
              Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Bonding: Chapter 9 Test
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

         Chapter 10: Chemical Quantities

            Chapter 10: Untamed Science™ Chapter Video

               Lesson 10: Engage

                  Lesson 10: Engage Student Voice

                  Chemical Quantities: It's the Mole? So What? Untamed Science™ Video
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Lesson 10.1: The Mole: A Measurement of Matter

               Lesson 10.1: Learn

                  Lesson 10.1: Learn Student Voice

                  Chemical Quantities: The Mole: A Measurement of Matter Editable Pres
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  Chemical Quantities: The Mole: A Measurement of Matter Graphic Organizer
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  The Mole Is a Number! Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  Chemical Quantities: Converting Moles to Number of Atoms Summary
                    Curriculum Standards: The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  Chemical Quantities: Counting by Measuring Mass Small-Scale Lab
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  Chemical Quantities: The Mole: A Measurement of Matter Student eText Lsn
                    Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

               Lesson 10.1: Practice

                  Lesson 10.1: Practice Student Voice

                  Chemical Quantities: Find the Molar Mass of a Compound Activity Worksheet
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

               Lesson 10.1: Assess

                  Lesson 10.1: Assess Student Voice

                  Chemical Quantities: The Mole: A Measurement of Matter Student eText Lsn
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Chemical Quantities: Lesson 10.1 Quiz
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Lesson 10.2: Mole-Mass and Mole-Volume Relationships

               Lesson 10.2: Learn

                  Lesson 10.2: Learn Student Voice

                  Chemical Quantities: Relating Mole-Mass and Mole-Volume Editable Pres
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Chemical Quantities: Relating Mole-Mass and Mole-Volume Graphic Organizer
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Doing a Mole Calculation Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

                  Chemical Quantities: The Mole Map Summary
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Chemical Quantities: Masses of Equal Volumes of Gases Lab Investigation
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Chemical Quantities: Relating Mole-Mass and Mole-Volume Student eText Lsn
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 10.2: Practice

                  Lesson 10.2: Practice Student Voice

                  Chemical Quantities: Converting Between Moles and Mass Activity Worksheet
                    Curriculum Standards: The student is expected to define and use the concept of a mole. 

               Lesson 10.2: Assess

                  Lesson 10.2: Assess Student Voice

                  Chemical Quantities: Relating Mole-Mass and Mole-Volume Student eText Lsn
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Chemical Quantities: Lesson 10.2 Quiz
                    Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Lesson 10.3: Percent Composition and Chemical Formulas

               Lesson 10.3: Learn

                  Lesson 10.3: Learn Student Voice

                  Chemical Quantities: Percent Composition and Formulas Editable Pres
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Chemical Quantities: Percent Composition and Formulas Graphic Organizer
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Empirical and Molecular Formulas Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Chemical Quantities: Chemical Formulas Summary
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Chemical Quantities: Percent Composition Quick Lab
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Chemical Quantities: Percent Composition and Formulas Student eText Lsn
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

               Lesson 10.3: Practice

                  Lesson 10.3: Practice Student Voice

                  Chemical Quantities: Empirical Formula Determination Descriptive Lab
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

               Lesson 10.3: Assess

                  Lesson 10.3: Assess Student Voice

                  Chemical Quantities: Percent Composition and Formulas Student eText Lsn
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

                  Chemical Quantities: Lesson 10.3 Quiz
                    Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

            Chapter 10: Chapter and Lesson Labs

               Chemical Quantities: Percent Composition Quick Lab
                 Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

               Chemical Quantities: Masses of Equal Volumes of Gases Lab Investigation
                 Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Chemical Quantities: Counting by Measuring Mass Small-Scale Lab
                 Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Chemical Quantities: Relating Mole-Mass and Mole-Volume Wkbk Lesson
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Empirical and Molecular Formulas Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. 

            Doing a Mole Calculation Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Chemical Quantities: It's the Mole? So What? Untamed Science™ Video
              Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Chemical Quantities: Chapter 10 Test
              Curriculum Standards: The student is expected to define and use the concept of a mole. The student is expected to calculate percent composition and empirical and molecular formulas. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

         Chapter 11: Chemical Reactions

            Chapter 11: Untamed Science™ Chapter Video

               Chapter 11: Untamed Science™ Chapter Video

                  Lesson 11: Engage Student Voice

                  Chemical Reactions: Noble Efforts Untamed Science™ Video
                    Curriculum Standards: The student is expected to describe the connection between chemistry and future careers. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Lesson 11.1: Describing Chemical Reactions

               Lesson 11.1: Learn

                  Lesson 11.1: Learn Student Voice

                  Chemical Reactions: Describing Chemical Reactions Editable Pres
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Describing Chemical Reactions Graphic Organizer
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Balancing Equations Student Tutorial Video
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Removing Silver Tarnish Quick Lab
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Describing Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 11.1: Practice

                  Lesson 11.1: Practice Student Voice

                  Chemical Reactions: Writing and Balancing Equations Activity Worksheet
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 11.1: Assess

                  Lesson 11.1: Assess Student Voice

                  Chemical Reactions: Describing Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Lesson 11.1: Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Lesson 11.2: Types of Chemical Reactions

               Lesson 11.2: Learn

                  Lesson 11.2: Learn Student Voice

                  Chemical Reactions: Types of Chemical Reactions Editable Pres
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Types of Chemical Reactions Graphic Organizer
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Double-Replacement Reaction Equations Student Tutorial
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Types of Chemical Reactions Descriptive Lab
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Types of Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 11.2: Practice

                  Lesson 11.2: Practice Student Voice

                  Chemical Reactions: Reactions Activity Worksheet
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 11.2: Assess

                  Lesson 11.2: Assess Student Voice

                  Chemical Reactions: Types of Chemical Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Lesson 11.2: Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Lesson 11.3: Reactions in Aqueous Solutions

               Lesson 11.3: Learn

                  Lesson 11.3: Learn Student Voice

                  Chemical Reactions: Reactions in Aqueous Solutions Editable Pres
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Reactions in Aqueous Solutions Graphic Organizer
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Solubility Rules Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Net Ionic Equations Student Tutorial
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Formation of Solids Small-Scale Lab
                    Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Reactions in Aqueous Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 11.3: Practice

                  Lesson 11.3: Practice Student Voice

                  Chemical Reactions: Net Ionic Equations Activity Worksheet
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 11.3: Assess

                  Lesson 11.3: Assess Student Voice

                  Chemical Reactions: Reactions in Aqueous Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Lesson 11.3: Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chapter 11: Chapter and Lesson Labs

               Chemical Reactions: Removing Silver Tarnish Quick Lab
                 Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Qualitative Analysis Lab Investigation
                 Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Precipitates and Solubility Rules Lab Investigation
                 Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Types of Chemical Reactions Descriptive Lab
                 Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Formation of Solids Small-Scale Lab
                 Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Identifying Similarities and Differences Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Synthesizing Information Student Tutorial
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Balancing an Equation Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Types of Chemical Reactions Wkbk Lesson
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Net Ionic Equations Student Tutorial
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Chapter 11 Test
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

         Chapter 12: Stoichiometry

            Chapter 12: Untamed Science™ Chapter Video

               Lesson 12: Engage

                  Lesson 12: Engage Student Voice

                  Stoichiometry: Avogadro's Cookies Untamed Science™ Video
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

            Lesson 12.1: The Arithmetic of Equations

               Lesson 12.1: Learn

                  Lesson 12.1: Learn Student Voice

                  Stoichiometry: The Arithmetic of Equations Editable Pres
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 

                  Stoichiometry: The Arithmetic of Equations Graphic Organizer
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 

                  Stoichiometry: Interpreting a Balanced Chemical Equation Interactivity
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Balanced Chemical Equations Experimental Lab
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: The Arithmetic of Equations Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 

               Lesson 12.1: Practice

                  Lesson 12.1: Practice Student Voice

                  Stoichiometry: Balanced Equation as a Recipe Student Tutorial
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 12.1: Assess

                  Lesson 12.1: Assess Student Voice

                  Stoichiometry: The Arithmetic of Equations Student eText Lsn
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Lesson 12.1 Quiz
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Lesson 12.2: Chemical Calculations

               Lesson 12.2: Learn

                  Lesson 12.2: Learn Student Voice

                  Stoichiometry: Chemical Calculations Editable Pres
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Stoichiometry: Chemical Calculations Graphic Organizer
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Balancing an Equation Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Calculating the Mass of a Product Student Tutorial
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Stoichiometry: Analysis of Baking Soda Probeware Activity
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Stoichiometry: Chemical Calculations Student eText Lsn
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

               Lesson 12.2: Practice

                  Lesson 12.2: Practice Student Voice

                  Stoichiometry: Finding Moles and Mass of a Product Activity Worksheet
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Stoichiometry: Volume Stoichiometric Calculations Activity Worksheet
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

               Lesson 12.2: Assess

                  Lesson 12.2: Assess Student Voice

                  Stoichiometry: Chemical Calculations Student eText Lsn
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Stoichiometry: Lesson 12.2 Quiz
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Lesson 12.3: Limiting Reagent and Percent Yield

               Lesson 12.3: Learn

                  Lesson 12.3: Learn Student Voice

                  Stoichiometry: Limiting Reagent and Percent Yield Editable Pres
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Limiting Reagent and Percent Yield Graphic Organizer
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Calculating Percent Yield Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  How Do You Fill an Air Bag? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. 

                  Stoichiometry: Limiting and Excess Reagents Summary
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Limiting Reagents Quick Lab
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Stoichiometry: Limiting Reagent and Percent Yield Student eText Lsn
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 12.3: Practice

                  Lesson 12.3: Practice Student Voice

                  Stoichiometry: Finding Limiting Reagent & Percent Yield Activity Worksheet
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 12.3: Assess

                  Lesson 12.3: Assess Student Voice

                  Stoichiometry: Limiting Reagent and Percent Yield Student eText Lsn
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

                  Stoichiometry: Lesson 12.3 Quiz
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

            Chapter 12: Chapter and Lesson Labs

               Stoichiometry: Limiting Reagents Quick Lab
                 Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Stoichiometry: Quantitative Analysis Lab Investigation
                 Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

               Stoichiometry: Balanced Chemical Equations Experimental Lab
                 Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Stoichiometry: Analysis of Baking Soda Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

               Stoichiometry: Analysis of Baking Soda Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 

            Calculating Percent Yield Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

            Stoichiometry: Limiting and Excess Reagents Summary
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Stoichiometry: Calculating the Mass of a Product Student Tutorial
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 

            Stoichiometry: Chapter 12 Test
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. 

         Chapter 13: States of Matter

            Chapter 13: Untamed Science™ Chapter Video

               Lesson 13: Engage

                  Lesson 13: Engage Student Voice

                  States of Matter: Allotrope Applications Untamed Science™ Video
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Lesson 13.1: The Nature of Gases

               Lesson 13.1: Learn

                  Lesson 13.1: Learn Student Voice

                  States of Matter: The Nature of Gases Editable Pres
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

                  States of Matter: The Nature of Gases Graphic Organizer
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

                  Solids, Liquids, and Gases Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  Understanding Kinetic Molecular Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  States of Matter: Kinetic Theory Summary Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  States of Matter: Diffusion Small-Scale Lab

                  States of Matter: The Nature of Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

               Lesson 13.1: Practice

                  Lesson 13.1: Practice Student Voice

                  States of Matter: Molecular Kinetic Energy Activity Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

               Lesson 13.1: Assess

                  Lesson 13.1: Assess Student Voice

                  States of Matter: The Nature of Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  States of Matter: Lesson 13.1 Quiz
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Lesson 13.2: The Nature of Liquids

               Lesson 13.2: Learn

                  Lesson 13.2: Learn Student Voice

                  States of Matter: The Nature of Liquids Editable Pres
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: The Nature of Liquids Graphic Organizer
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  Solids, Liquids, and Gases Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: Evaporation Interactivity
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  States of Matter: Vapor Pressure vs Temperature Summary Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  States of Matter: The Nature of Liquids Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               Lesson 13.2: Practice

                  Lesson 13.2: Practice Student Voice

                  States of Matter: Vapor Pressure vs Temperature Activity Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

               Lesson 13.2: Assess

                  Lesson 13.2: Assess Student Voice

                  States of Matter: The Nature of Liquids Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

                  States of Matter: Lesson 13.2 Quiz
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Lesson 13.3: The Nature of Solids

               Lesson 13.3: Learn

                  Lesson 13.3: Learn Student Voice

                  States of Matter: The Nature of Solids Editable Pres
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: The Nature of Solids Graphic Organizer
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  Solids, Liquids, and Gases Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: Brick and Mortar Crystal Palaces Interactivity
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: The Behavior Of Liquids and Solids Small-Scale Lab
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  States of Matter: The Nature of Solids Student eText Lsn
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               Lesson 13.3: Practice

                  Lesson 13.3: Practice Student Voice

                  States of Matter: The Nature of Solids Activity Worksheet
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               Lesson 13.3: Assess

                  Lesson 13.3: Assess Student Voice

                  States of Matter: The Nature of Solids Student eText Lsn
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: Lesson 13.3 Quiz
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Lesson 13.4: Changes of State

               Lesson 13.4: Learn

                  Lesson 13.4: Learn Student Voice

                  States of Matter: Changes of State Editable Pres
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  States of Matter: Changes of State Graphic Organizer
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  States of Matter: Change of State Interactivity
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

                  States of Matter: Changes of Physical State Comparative Lab
                    Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

                  States of Matter: Changes of State Student eText Lsn
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               Lesson 13.4: Practice

                  Lesson 13.4: Practice Student Voice

                  States of Matter: Phase Diagrams Activity Worksheet
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               Lesson 13.4: Assess

                  Lesson 13.4: Assess Student Voice

                  States of Matter: Changes of State Student eText Lsn
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

                  States of Matter: Lesson 13.4 Quiz
                    Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Chapter 13: Chapter and Lesson Labs

               States of Matter: Sublimation Quick Lab
                 Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

               States of Matter: Changes of Physical State Comparative Lab
                 Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               States of Matter: Diffusion Small-Scale Lab

               States of Matter: The Behavior Of Liquids and Solids Small-Scale Lab
                 Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

               States of Matter: Changes of Physical States Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

               States of Matter: Changes of Physical States Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Analyzing and Interpreting a Graph Student Tutorial
              Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            States of Matter: Changes of State Wkbk Lesson
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            Aqueous Systems: Vapor Pressure Interactivity
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

            States of Matter: Change of State Interactivity
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to differentiate between physical and chemical changes and properties. 

            States of Matter: Chapter 13 Test
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

         Chapter 14: The Behavior of Gases

            Chapter 14: Untamed Science™ Chapter Video

               Lesson 14: Engage

                  Lesson 14: Engage Student Voice

                  Behavior of Gases: A Fresh Look at Fresh Fruit Untamed Science™ Video
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

            Lesson 14.1: Properties of Gases

               Lesson 14.1: Learn

                  Lesson 14.1: Learn Student Voice

                  Behavior of Gases: Properties of Gases Graphic Organizer
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Gas Pressure Summary Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Pressure-Volume and Gases Experimental Lab
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Properties of Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Properties of Gases Editable Pres
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

               Lesson 14.1: Practice

                  Lesson 14.1: Practice Student Voice

                  Behavior of Gases: The Properties of Gases Activity Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.1: Assess

                  Lesson 14.1: Assess Student Voice

                  Behavior of Gases: Properties of Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Lesson 14.1 Quiz
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Lesson 14.2: The Gas Laws

               Lesson 14.2: Learn

                  Lesson 14.2: Learn Student Voice

                  Behavior of Gases: The Gas Laws Editable Pres
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: The Gas Laws Graphic Organizer
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Example of Combined Gas Law Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  How Do You Fill an Air Bag? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Gas Laws Summary
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Temperature-Volume and Gases Lab Investigation
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: The Gas Laws Student eText Lsn
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.2: Practice

                  Lesson 14.2: Practice Student Voice

                  Behavior of Gases: Using Charles's Law Activity Worksheet
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Using Boyle's Law and Charles's Law Activity Worksheet
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.2: Assess

                  Lesson 14.2: Assess Student Voice

                  Behavior of Gases: The Gas Laws Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Lesson 14.2 Quiz
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Lesson 14.3: Ideal Gases

               Lesson 14.3: Learn

                  Lesson 14.3: Learn Student Voice

                  Behavior of Gases: Ideal Gases Editable Pres
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Ideal Gases Graphic Organizer
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Using the Ideal Gas Law Student Tutorial
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Comparing Real and Ideal Gases Virtual Lab
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Ideal Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to describe the postulates of kinetic molecular theory. 

               Lesson 14.3: Practice

                  Lesson 14.3: Practice Student Voice

                  Behavior of Gases: Using the Ideal Gas Law Activity Worksheet
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.3: Assess

                  Lesson 14.3: Assess Student Voice

                  Behavior of Gases: Ideal Gases Student eText Lsn
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Lesson 14.3 Quiz
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Lesson 14.4: Gases: Mixtures and Movements

               Lesson 14.4: Learn

                  Lesson 14.4: Learn Student Voice

                  Behavior of Gases: Gases: Mixtures and Movements Editable Pres
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Gases: Mixtures and Movements Graphic Organizer
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Understanding Kinetic Molecular Theory Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Partial Pressure of Gases Interactivity
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Composition of Dry Air Summary Worksheet
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Behavior of Gases: Gases: Mixtures and Movements Student eText Lsn
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.4: Practice

                  Lesson 14.4: Practice Student Voice

                  Behavior of Gases: Dalton's Law of Partial Pressures Activity Worksheet
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Lesson 14.4: Assess

                  Lesson 14.4: Assess Student Voice

                  Behavior of Gases: Gases: Mixtures and Movements Student eText Lsn
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

                  Behavior of Gases: Lesson 14.4 Quiz
                    Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Chapter 14: Chapter and Lesson Labs

               Behavior of Gases: Carbon Dioxide From Antacid Tablets Quick Lab
                 Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Behavior of Gases: Solar Balloons Lab Investigation
                 Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Behavior of Gases: Temperature-Volume and Gases Lab Investigation
                 Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

               Behavior of Gases: Pressure-Volume and Gases Experimental Lab
                 Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

            Synthesizing Information Student Tutorial
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Behavior of Gases: Using the Ideal Gas Law Student Tutorial
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Understanding Kinetic Molecular Theory Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

            Behavior of Gases: Partial Pressure of Gases Interactivity
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Example of Combined Gas Law Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Solids, Liquids, and Gases Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. 

            Behavior of Gases: Chapter 14 Test
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to describe the postulates of kinetic molecular theory. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. 

         Chapter 15: Water and Aqueous Systems

            Chapter 15: Untamed Science™ Chapter Video

               Lesson 15: Engage

                  Lesson 15: Engage Student Voice

                  Aqueous Systems: S'mores the Merrier Untamed Science™ Video
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Lesson 15.1: Water and Its Properties

               Lesson 15.1: Learn

                  Lesson 15.1: Learn Student Voice

                  Aqueous Systems: Water and Its Properties Editable Pres
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Water and Its Properties Graphic Organizer
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  How Many Drops Fit on a Penny? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Water's Surface Tension Summary
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Surface Tension Quick Lab
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Water and Its Properties Student eText Lsn
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

               Lesson 15.1: Practice

                  Lesson 15.1: Practice Student Voice

                  Aqueous Systems: Hydrogen Bonding in Water Molecules Interactivity
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

               Lesson 15.1: Assess

                  Lesson 15.1: Assess Student Voice

                  Aqueous Systems: Water and Its Properties Student eText Lsn
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Lesson 15.1 Quiz
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Lesson 15.2: Homogeneous Aqueous Systems

               Lesson 15.2: Learn

                  Lesson 15.2: Learn Student Voice

                  Aqueous Systems: Homogeneous Aqueous Systems Editable Pres
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to describe the unique role of water in chemical and biological systems. 

                  Aqueous Systems: Homogeneous Aqueous Systems Graphic Organizer
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to describe the unique role of water in chemical and biological systems. 

                  Solubility Rules Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: The Conductivity of Electrolyte Solutions Virtual Lab
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Aqueous Systems: Homogeneous Aqueous Systems Student eText Lsn
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to describe the unique role of water in chemical and biological systems. 

               Lesson 15.2: Practice

                  Lesson 15.2: Practice Student Voice

                  Aqueous Systems: The Solvent Properties of Water Activity Worksheet
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Lesson 15.2: Assess

                  Lesson 15.2: Assess Student Voice

                  Aqueous Systems: Homogeneous Aqueous Systems Student eText Lsn
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Aqueous Systems: Lesson 15.2 Quiz
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Lesson 15.3: Heterogeneous Aqueous Systems

               Lesson 15.3: Learn

                  Lesson 15.3: Learn Student Voice

                  Aqueous Systems: Heterogeneous Aqueous Systems Editable Pres
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Aqueous Systems: Heterogeneous Aqueous Systems Graphic Organizer
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Solubility Rules Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: An Afternoon at Home, Emulsified Interactivity
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Aqueous Systems: Solutions and Colloids Quick Lab
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Aqueous Systems: Heterogeneous Aqueous Systems Student eText Lsn
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 15.3: Practice

                  Lesson 15.3: Practice Student Voice

                  Aqueous Systems: Heterogeneous Aqueous Systems Activity Worksheet
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Lesson 15.3: Assess

                  Lesson 15.3: Assess Student Voice

                  Aqueous Systems: Heterogeneous Aqueous Systems Student eText Lsn
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

                  Aqueous Systems: Lesson 15.3 Quiz
                    Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

            Chapter 15: Chapter and Lesson Labs

               Aqueous Systems: Surface Tension Quick Lab
                 Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

               Aqueous Systems: Solutions and Colloids Quick Lab
                 Curriculum Standards: The student is expected to classify matter as pure substances or mixtures through investigation of their properties. 

               Aqueous Systems: Water Filtration Lab Investigation
                 Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Aqueous Systems: Electrolytes Small-Scale Lab
                 Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Aqueous Systems: Electrolytes Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Aqueous Systems: Electrolytes Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Explanations and Conclusions Student Tutorial
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Evaluating Student Tutorial
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Aqueous Systems: Water and Its Properties Wkbk Lesson
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Aqueous Systems: Hydrogen Bonding in Water Molecules Interactivity
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. 

            Aqueous Systems: The Conductivity of Electrolyte Solutions Virtual Lab
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Aqueous Systems: Chapter 15 Test
              Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

         Chapter 16: Solutions

            Chapter 16: Untamed Science™ Chapter Video

               Lesson 16: Engage

                  Lesson 16: Engage Student Voice

                  Aqueous Systems: The Truth About Solutions Untamed Science™ Video
                    Curriculum Standards: The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Lesson 16.1: Properties of Solutions

               Lesson 16.1: Learn

                  Lesson 16.1: Learn Student Voice

                  Aqueous Systems: Properties of Solutions Editable Pres
                    Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Aqueous Systems: Properties of Solutions Graphic Organizer
                    Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Saturated Solutions Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

                  Aqueous Systems: Henry's Law Summary
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

                  Aqueous Systems: Solution Formation Lab Investigation
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

                  Aqueous Systems: Properties of Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Lesson 16.1: Practice

                  Lesson 16.1: Practice Student Voice

                  Aqueous Systems: Solubility and Temperature Activity Worksheet
                    Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

               Lesson 16.1: Assess

                  Lesson 16.1: Assess Student Voice

                  Aqueous Systems: Properties of Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

                  Aqueous Systems: Lesson 16.1 Quiz
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

            Lesson 16.2: Concentrations of Solutions

               Lesson 16.2: Learn

                  Lesson 16.2: Learn Student Voice

                  Aqueous Systems: Concentrations of Solutions Editable Pres
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

                  Aqueous Systems: Concentrations of Solutions Graphic Organizer
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

                  Calculating Molarity Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

                  Calculating Solution Dilution Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

                  Aqueous Systems: Calculating Molarity Summary
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

                  Aqueous Systems: Making a Solution Small-Scale Lab
                    Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

                  Aqueous Systems: Concentrations of Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

               Lesson 16.2: Practice

                  Lesson 16.2: Practice Student Voice

                  Aqueous Systems: Calculating Molarity Student Tutorial
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

               Lesson 16.2: Assess

                  Lesson 16.2: Assess Student Voice

                  Aqueous Systems: Concentrations of Solutions Student eText Lsn
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

                  Aqueous Systems: Lesson 16.2 Quiz
                    Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Lesson 16.3: Colligative Properties of Solutions

               Lesson 16.3: Learn

                  Lesson 16.3: Learn Student Voice

                  Aqueous Systems: Colligative Properties of Solutions Editable Pres

                  Aqueous Systems: Colligative Properties of Solutions Graphic Organizer

                  Factors That Influence Solubility Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

                  Aqueous Systems: Vapor Pressure Interactivity
                    Curriculum Standards: The student is expected to describe the postulates of kinetic molecular theory. 

                  Aqueous Systems: Freezing Point Summary Worksheet

                  Aqueous Systems: Colligative Properties of Solutions Student eText Lsn

               Lesson 16.3: Practice

                  Lesson 16.3: Practice Student Voice

                  Aqueous Systems: Colligative Properties of Solutions Activity Worksheet

               Lesson 16.3: Assess

                  Lesson 16.3: Assess Student Voice

                  Aqueous Systems: Colligative Properties of Solutions Student eText Lsn

                  Aqueous Systems: Lesson 16.3 Quiz

            Lesson 16.4: Calculations Involving Colligative Properties

               Lesson 16.4: Learn

                  Lesson 16.4: Learn Student Voice

                  Aqueous Systems: Colligative Properties Calculations Editable Pres

                  Aqueous Systems: Colligative Properties Calculations Graphic Organizer

                  Aqueous Systems: Freezing-Point Depression of a Solution Student Tutorial

                  Aqueous Systems: Solutions Virtual Lab

                  Aqueous Systems: Colligative Properties Calculations Student eText Lsn

               Lesson 16.4: Practice

                  Lesson 16.4: Practice Student Voice

                  Aqueous Systems: Colligative Properties Calculations Activity Worksheet

               Lesson 16.4: Assess

                  Lesson 16.4: Assess Student Voice

                  Aqueous Systems: Colligative Properties Calculations Student eText Lsn

                  Aqueous Systems: Lesson 16.4 Quiz

            Chapter 16: Chapter and Lesson Labs

               Aqueous Systems: Solution Formation Lab Investigation
                 Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

               Aqueous Systems: Making a Solution Small-Scale Lab
                 Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

               Aqueous Systems: Supersaturation Descriptive Lab
                 Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

            Calculating Solution Dilution Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

            Explanations and Conclusions Student Tutorial
              Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

            Calculating Molarity Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. 

            Factors That Influence Solubility Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

            Saturated Solutions Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. 

            Aqueous Systems: Chapter 16 Test
              Curriculum Standards: The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. 

         Chapter 17: Thermochemistry

            Chapter 17: Untamed Science™ Chapter Video

               Lesson 17: Engage

                  Lesson 17: Engage Student Voice

                  Thermochemistry: Turning Up the Heat Untamed Science™ Video
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Lesson 17.1: The Transfer of Energy

               Lesson 17.1: Learn

                  Lesson 17.1: Learn Student Voice

                  Thermochemistry: The Transfer of Energy Editable Pres
                    Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: The Transfer of Energy Graphic Organizer
                    Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Different Forms of Energy Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

                  Law of Conservation of Energy Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

                  Thermochemistry: Endothermic vs Exothermic Summary
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: The Specific Heat of a Metal Descriptive Lab
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

                  Thermochemistry: The Transfer of Energy Student eText Lsn
                    Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Lesson 17.1: Practice

                  Lesson 17.1: Practice Student Voice

                  Thermochemistry: Specific Heats of Common Substances Activity Worksheet
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

               Lesson 17.1: Assess

                  Lesson 17.1: Assess Student Voice

                  Thermochemistry: The Transfer of Energy Student eText Lsn
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Lesson 17.1 Quiz
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Lesson 17.2: Measuring and Expressing Enthalpy Changes

               Lesson 17.2: Learn

                  Lesson 17.2: Learn Student Voice

                  Thermochemistry: Calculating Enthalpy Changes Editable Pres
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Calculating Enthalpy Changes Graphic Organizer
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Endothermic or Exothermic? Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Burning a Marshmallow Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to differentiate between physical and chemical changes and properties. 

                  Thermochemistry: Thermochemical Equations Summary
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Heats of Reaction Lab Investigation
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Calculating Enthalpy Changes Student eText Lsn
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Lesson 17.2: Practice

                  Lesson 17.2: Practice Student Voice

                  Thermochemistry: Calorimetry Experiment Student Tutorial
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Lesson 17.2: Assess

                  Lesson 17.2: Assess Student Voice

                  Thermochemistry: Calculating Enthalpy Changes Student eText Lsn
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Lesson 17.2 Quiz
                    Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Lesson 17.3: Heat in Changes of State

               Lesson 17.3: Learn

                  Lesson 17.3: Learn Student Voice

                  Thermochemistry: Heat in Changes of State Editable Pres
                    Curriculum Standards: The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

                  Thermochemistry: Heat in Changes of State Graphic Organizer
                    Curriculum Standards: The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

                  Thermochemistry: Phase-Change Calculations Student Tutorial
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

                  Thermochemistry: Heat of Fusion of Ice Quick Lab
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

                  Thermochemistry: Heat in Changes of State Student eText Lsn
                    Curriculum Standards: The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

               Lesson 17.3: Practice

                  Lesson 17.3: Practice Student Voice

                  Thermochemistry: Heating Curve for Water Activity Worksheet
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

               Lesson 17.3: Assess

                  Lesson 17.3: Assess Student Voice

                  Thermochemistry: Heat in Changes of State Student eText Lsn
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

                  Thermochemistry: Lesson 17.3 Quiz
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

            Lesson 17.4: Calculating Heats of Reaction

               Lesson 17.4: Learn

                  Lesson 17.4: Learn Student Voice

                  Thermochemistry: Calculating Heats of Reaction Editable Pres
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Calculating Heats of Reaction Graphic Organizer
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Specific Heat Capacity Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

                  Thermochemistry: Calculating Heats of Reaction Summary Worksheet
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Heat of Combustion of a Candle Small-Scale Lab
                    Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Calculating Heats of Reaction Student eText Lsn
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Lesson 17.4: Practice

                  Lesson 17.4: Practice Student Voice

                  Thermochemistry: Standard Heat of Reaction Student Tutorial
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Lesson 17.4: Assess

                  Lesson 17.4: Assess Student Voice

                  Thermochemistry: Calculating Heats of Reaction Student eText Lsn
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

                  Thermochemistry: Lesson 17.4 Quiz
                    Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Chapter 17: Chapter and Lesson Labs

               Thermochemistry: Heat of Fusion of Ice Quick Lab
                 Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

               Thermochemistry: Heats of Reaction Lab Investigation
                 Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Thermochemistry: The Specific Heat of a Metal Descriptive Lab
                 Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

               Thermochemistry: Heat of Combustion of a Candle Small-Scale Lab
                 Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Thermochemistry: Heat of Combustion of a Candle Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

               Thermochemistry: Heat of Combustion of a Candle Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Thermochemistry: Thermochemistry Student Tutorial
              Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Interpreting formulas, symbols, etc Student Tutorial
              Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Using Formulas and Equations Student Tutorial
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

            Burning a Marshmallow Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

            Different Forms of Energy Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Thermochemistry: The Transfer of Energy Wkbk Lesson
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. 

            Thermochemistry: Turning Up the Heat Untamed Science™ Video
              Curriculum Standards: The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Thermochemistry: Calorimetry Experiment Student Tutorial
              Curriculum Standards: The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. 

            Thermochemistry: Chapter 17 Test
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. 

         Chapter 18: Acids, Bases, and Salts

            Chapter 18: Untamed Science™ Chapter Video

               Lesson 18: Engage

                  Lesson 18: Engage Student Voice

                  Aqueous Systems: CO2 and Thinning Shells Untamed Science™ Video
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

            Lesson 18.1: Acid-Base Theories

               Lesson 18.1: Learn

                  Lesson 18.1: Learn Student Voice

                  Aqueous Systems: Acid-Base Theories Editable Pres
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Aqueous Systems: Acid-Base Theories Graphic Organizer
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Two Definitions of Acids and Bases Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Aqueous Systems: Defining Acids and Bases Summary Worksheet
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Aqueous Systems: Investigating Acids and Bases Lab
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Acid-Base Theories Student eText Lsn
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Lesson 18.1: Practice

                  Lesson 18.1: Practice Student Voice

                  Aqueous Systems: Acid-Base Theories Activity Worksheet
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Lesson 18.1: Assess

                  Lesson 18.1: Assess Student Voice

                  Aqueous Systems: Acid-Base Theories Student eText Lsn
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

                  Aqueous Systems: Lesson 18.1 Quiz
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

            Lesson 18.2: Hydrogen Ions and Acidity

               Lesson 18.2: Learn

                  Lesson 18.2: Learn Student Voice

                  Aqueous Systems: Hydrogen Ions and Acidity Editable Pres
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Aqueous Systems: Hydrogen Ions and Acidity Graphic Organizer
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Finding Relative Acidity Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Aqueous Systems: What Is pH? Summary Worksheet
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Aqueous Systems: Measuring pH Lab Investigation
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Aqueous Systems: Hydrogen Ions and Acidity Student eText Lsn
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Lesson 18.2: Practice

                  Lesson 18.2: Practice Student Voice

                  Aqueous Systems: Calculating pH from [H+] and [OH-] Student Tutorial
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Lesson 18.2: Assess

                  Lesson 18.2: Assess Student Voice

                  Aqueous Systems: Hydrogen Ions and Acidity Student eText Lsn
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

                  Aqueous Systems: Lesson 18.2 Quiz
                    Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

            Lesson 18.3: Strengths of Acids and Bases

               Lesson 18.3: Learn

                  Lesson 18.3: Learn Student Voice

                  Aqueous Systems: Strengths of Acids and Bases Editable Pres
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Aqueous Systems: Strengths of Acids and Bases Graphic Organizer
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Find the Strength of an Acid or Base Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Aqueous Systems: Calculating a Dissociation Constant Summary
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Aqueous Systems: Strong and Weak Acids and Bases Summary Worksheet
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Aqueous Systems: Strengths of Acids and Bases Student eText Lsn
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

               Lesson 18.3: Practice

                  Lesson 18.3: Practice Student Voice

                  Aqueous Systems: Dissociation of Acids Activity Worksheet
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

               Lesson 18.3: Assess

                  Lesson 18.3: Assess Student Voice

                  Aqueous Systems: Strengths of Acids and Bases Student eText Lsn
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

                  Aqueous Systems: Lesson 18.3 Quiz
                    Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

            Lesson 18.4: Neutralization Reactions

               Lesson 18.4: Learn

                  Lesson 18.4: Learn Student Voice

                  Aqueous Systems: Neutralization Reactions Editable Pres
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Neutralization Reactions Graphic Organizer
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Classifying Chemical Reactions Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Acid-Base Reactions Summary Worksheet
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Acid-Base Neutralization Reactions Lab Investigation
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Neutralization Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 18.4: Practice

                  Lesson 18.4: Practice Student Voice

                  Aqueous Systems: Determining Concentration by Titration Student Tutorial
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 18.4: Assess

                  Lesson 18.4: Assess Student Voice

                  Aqueous Systems: Neutralization Reactions Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Aqueous Systems: Lesson 18.4 Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Lesson 18.5: Salts in Solution

               Lesson 18.5: Learn

                  Lesson 18.5: Learn Student Voice

                  Aqueous Systems: Salts in Solution Editable Pres

                  Aqueous Systems: Salts in Solution Graphic Organizer

                  Aqueous Systems: Illustrating the Action of a Buffer Student Tutorial

                  Aqueous Systems: Buffers Lab Investigation

                  Aqueous Systems: Salts in Solution Student eText Lsn

               Lesson 18.5: Practice

                  Lesson 18.5: Practice Student Voice

                  Aqueous Systems: Comparing Titration Curves Activity Worksheet
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 18.5: Assess

                  Lesson 18.5: Assess Student Voice

                  Aqueous Systems: Salts in Solution Student eText Lsn

                  Aqueous Systems: Lesson 18.5 Quiz

            Chapter 18: Chapter and Lesson Labs

               Aqueous Systems: Indicators from Natural Sources Quick Lab
                 Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: Soil Analysis Lab Investigation
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: Acid-Base Neutralization Reactions Lab Investigation
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Aqueous Systems: Acid-Base Titrations Descriptive Lab
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. 

               Aqueous Systems: Dissociation Constants of Weak Acids Small-Scale Lab
                 Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: pHone Home Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: pHone Home Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: The Neutralizing Power of Antacids Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: The Neutralizing Power of Antacids Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

               Aqueous Systems: Small-Scale Titrations Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Aqueous Systems: Small-Scale Titrations Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Classifying and Categorizing Student Tutorial
              Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

            Investigative Process: Using Scientific Notation Student Tutorial
              Curriculum Standards: The student is expected to collect data and make measurements with accuracy and precision. 

            Applying Information Student Tutorial
              Curriculum Standards: The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

            Identifying Similarities and Differences Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Double-Replacement Reaction Equations Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Find the Strength of an Acid or Base Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. 

            Finding Relative Acidity Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

            Analyzing and Interpreting a Data table Student Tutorial
              Curriculum Standards: The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. 

            Aqueous Systems: Chapter 18 Test
              Curriculum Standards: The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. The student is expected to collect data and make measurements with accuracy and precision. 

         Chapter 19: Oxidation-Reduction Reactions

            Chapter 19: Untamed Science™ Chapter Video

               Lesson 19: Engage

                  Lesson 19: Engage Student Voice

                  Chemical Reactions: Building Better Bridges Untamed Science™ Video
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Lesson 19.1: The Meaning of Oxidation and Reduction

               Lesson 19.1: Learn

                  Lesson 19.1: Learn Student Voice

                  Chemical Reactions: Oxidation and Reduction Editable Pres
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidation and Reduction Graphic Organizer
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Classifying Chemical Reactions Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidized and Reduced Reactants Student Tutorial
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Corrosion Summary Worksheet
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidation and Reduction Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 19.1: Practice

                  Lesson 19.1: Practice Student Voice

                  Chemical Reactions: Oxidation and Reduction Activity Worksheet
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 19.1: Assess

                  Lesson 19.1: Assess Student Voice

                  Chemical Reactions: Oxidation and Reduction Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Lesson 19.1 Quiz
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Lesson 19.2: Oxidation Numbers

               Lesson 19.2: Learn

                  Lesson 19.2: Learn Student Voice

                  Chemical Reactions: Oxidation Numbers Editable Pres
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidation Numbers Graphic Organizer
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Classifying Chemical Reactions Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Assigning Oxidation Numbers to Atoms Student Tutorial
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Bleach It! Oxidize the Color Away Quick Lab
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidation Numbers Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 19.2: Practice

                  Lesson 19.2: Practice Student Voice

                  Chemical Reactions: Oxidation Numbers of Atoms Activity Worksheet
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Lesson 19.2: Assess

                  Lesson 19.2: Assess Student Voice

                  Chemical Reactions: Oxidation Numbers Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Lesson 19.2 Quiz
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Lesson 19.3: Describing Redox Equations

               Lesson 19.3: Learn

                  Lesson 19.3: Learn Student Voice

                  Chemical Reactions: Describing Redox Equations Editable Pres
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Describing Redox Equations Graphic Organizer
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

                  Chemical Reactions: Balancing Redox Equations Student Tutorial
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Oxidation-Reduction Reactions Comparative Lab
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Describing Redox Equations Student eText Lsn
                    Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 19.3: Practice

                  Lesson 19.3: Practice Student Voice

                  Chemical Reactions: Balancing Redox Equations Activity Worksheet
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

               Lesson 19.3: Assess

                  Lesson 19.3: Assess Student Voice

                  Chemical Reactions: Describing Redox Equations Student eText Lsn
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

                  Chemical Reactions: Lesson 19.3 Quiz
                    Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chapter 19: Chapter and Lesson Labs

               Chemical Reactions: Bleach It! Oxidize the Color Away Quick Lab
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Electrochemical Analysis of Metals Lab Investigation
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Oxidation-Reduction Reactions Comparative Lab
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Half-Reactions Small-Scale Lab
                 Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Bleach It! Oxidize the Color Away Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

               Chemical Reactions: Bleach It! Oxidize the Color Away Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Building Better Bridges Untamed Science™ Video
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Balancing Redox Equations Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Assigning Oxidation Numbers to Atoms Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Balancing an Equation Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Chemical Reactions: Oxidized and Reduced Reactants Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Summarizing Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Synthesizing Information Student Tutorial
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Chemical Reactions: Describing Redox Equations Wkbk Lesson
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. 

            Relating Student Tutorial
              Curriculum Standards: The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

            Chemical Reactions: Chapter 19 Test
              Curriculum Standards: The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. 

         Chapter 20: Hydrocarbon Compounds

            Chapter 20: Untamed Science™ Chapter Video

               Lesson 20: Engage

                  Lesson 20: Engage Student Voice

                  Carbon Chemistry: Cracking the Crude Untamed Science™ Video
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 20.1: Hydrocarbons

               Lesson 20.1: Learn

                  Lesson 20.1: Learn Student Voice

                  Carbon Chemistry: Hydrocarbons Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbons Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Naming Branched-Chain Alkanes Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Properties of Straight-Chain Alkanes Summary Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbons Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.1: Practice

                  Lesson 20.1: Practice Student Voice

                  Carbon Chemistry: Drawing Formulas Activity Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.1: Assess

                  Lesson 20.1: Assess Student Voice

                  Carbon Chemistry: Hydrocarbons Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Lesson 20.1 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 20.2: Unsaturated Hydrocarbons

               Lesson 20.2: Learn

                  Lesson 20.2: Learn Student Voice

                  Carbon Chemistry: Unsaturated Hydrocarbons Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Unsaturated Hydrocarbons Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Alkenes and Alkynes Interactivity
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Saturated and Unsaturated Interactivity
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Unsaturated Hydrocarbons Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.2: Practice

                  Lesson 20.2: Practice Student Voice

                  Carbon Chemistry: Unsaturated Hydrocarbons Activity Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.2: Assess

                  Lesson 20.2: Assess Student Voice

                  Carbon Chemistry: Unsaturated Hydrocarbons Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

                  Carbon Chemistry: Lesson 20.2 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 

            Lesson 20.3: Isomers

               Lesson 20.3: Learn

                  Lesson 20.3: Learn Student Voice

                  Carbon Chemistry: Isomers Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Isomers Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Identifying Asymmetric Carbon Atoms Student Tutorial
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

                  Carbon Chemistry: Structural Isomers of Heptane Quick Lab
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Isomers Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.3: Practice

                  Lesson 20.3: Practice Student Voice

                  Carbon Chemistry: Isomers Activity Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.3: Assess

                  Lesson 20.3: Assess Student Voice

                  Carbon Chemistry: Isomers Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Lesson 20.3 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 20.4: Hydrocarbon Rings

               Chapter 20 Lesson 4: Learn

                  Chapter 20 Lesson 4: Learn Student Voice

                  Carbon Chemistry: Hydrocarbon Rings Summary Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbons: A Structural Study Descriptive Lab
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbon Rings Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbon Rings: Editable Pres
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbon Rings: Graphic Organizer
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.4: Practice

                  Lesson 20.4: Practice Student Voice

                  Carbon Chemistry: Hydrocarbon Rings Activity Worksheet
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Lesson 20.4: Assess

                  Lesson 20.4: Assess Student Voice

                  Carbon Chemistry: Hydrocarbon Rings Student eText Lsn
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Lesson 20.4 Quiz
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Lesson 20.5: Hydrocarbons from Earth's Crust

               Lesson 20.5: Learn

                  Lesson 20.5: Learn Student Voice

                  Carbon Chemistry: Hydrocarbons from Earth's Crust Editable Pres

                  Carbon Chemistry: Hydrocarbons from Earth's Crust Graphic Organizer

                  Carbon Chemistry: Fractional Distillation of Hydrocarbons Interactivity

                  Carbon Chemistry: Hydrocarbon Isomers Small-Scale Lab
                    Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

                  Carbon Chemistry: Hydrocarbons from Earth's Crust Student eText Lsn

               Lesson 20.5: Practice

                  Lesson 20.5: Practice Student Voice

                  Carbon Chemistry: Hydrocarbons From Earth's Crust Activity Worksheet

               Lesson 20.5: Assess

                  Lesson 20.5: Assess Student Voice

                  Carbon Chemistry: Hydrocarbons from Earth's Crust Student eText Lsn

                  Carbon Chemistry: Lesson 20.5 Quiz

            Chapter 20: Chapter and Lesson Labs

               Carbon Chemistry: Structural Isomers of Heptane Quick Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Carbon Chemistry: Design an Oil Spill Boom Lab Investigation
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Carbon Chemistry: Hydrocarbons: A Structural Study Descriptive Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

               Carbon Chemistry: Hydrocarbon Isomers Small-Scale Lab
                 Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Bonding: Naming Compounds Interactivity
              Curriculum Standards: The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Analyzing and Interpreting a Graph Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Carbon Chemistry: Hydrocarbon Rings Wkbk Lesson
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Carbon Chemistry: Naming Branched-Chain Alkanes Student Tutorial
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Carbon Chemistry: Cracking the Crude Untamed Science™ Video
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Carbon Chemistry: Chapter 20 Test
              Curriculum Standards: The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

         Chapter 21: Nuclear Chemistry

            Chapter 21: Untamed Science™ Chapter Video

               Lesson 21: Engage

                  Lesson 21: Engage Student Voice

                  Nuclear Chemistry: Curie's Cures Untamed Science™ Video
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

            Lesson 21.1: Nuclear Radiation

               Lesson 21.1: Learn

                  Lesson 21.1: Learn Student Voice

                  Nuclear Chemistry: Nuclear Radiation Editable Pres
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

                  Nuclear Chemistry: Nuclear Radiation Graphic Organizer
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

                  The A, B, Gs of Radiation Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Alpha and Beta Decay Summary
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Radioactivity and Radiation Experimental Lab
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Nuclear Radiation Student eText Lsn
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

               Lesson 21.1: Practice

                  Lesson 21.1: Practice Student Voice

                  Nuclear Chemistry: Nuclear Radiation Activity Worksheet
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

               Lesson 21.1: Assess

                  Lesson 21.1: Assess Student Voice

                  Nuclear Chemistry: Nuclear Radiation Student eText Lsn
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Lesson 21.1 Quiz
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            Lesson 21.2: Nuclear Transformations

               Lesson 21.2: Learn

                  Lesson 21.2: Learn Student Voice

                  Nuclear Chemistry: Nuclear Transformations Editable Pres
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

                  Nuclear Chemistry: Nuclear Transformations Graphic Organizer
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

                  Balanced Nuclear Equations Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Balancing Nuclear Equations Summary Worksheet
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Radioactivity and Half-Lives Small-Scale Lab

                  Nuclear Chemistry: Nuclear Transformations Student eText Lsn
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

               Lesson 21.2: Practice

                  Lesson 21.2: Practice Student Voice

                  Nuclear Chemistry: Radioactive Decay Activity Worksheet
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

               Lesson 21.2: Assess

                  Lesson 21.2: Assess Student Voice

                  Nuclear Chemistry: Nuclear Transformations Student eText Lsn
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

                  Nuclear Chemistry: Lesson 21.2 Quiz
                    Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            Lesson 21.3: Fission and Fusion

               Lesson 21.3: Learn

                  Lesson 21.3: Learn Student Voice

                  Nuclear Chemistry: Fission and Fusion Editable Pres
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Nuclear Chemistry: Fission and Fusion Graphic Organizer
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Comparing Fission & Fusion Reactions Pearson Flipped Video for Science™
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Nuclear Chemistry: How a Nuclear Reactor Works Summary
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Nuclear Chemistry: Modeling a Chain Reaction Summary Worksheet
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Nuclear Chemistry: Fission and Fusion Student eText Lsn
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

               Lesson 21.3: Practice

                  Lesson 21.3: Practice Student Voice

                  Nuclear Chemistry: Fission and Fusion of Atomic Nuclei Activity Worksheet
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

               Lesson 21.3: Assess

                  Lesson 21.3: Assess Student Voice

                  Nuclear Chemistry: Fission and Fusion Student eText Lsn
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

                  Nuclear Chemistry: Lesson 21.3 Quiz
                    Curriculum Standards: The student is expected to compare fission and fusion reactions. 

            Lesson 21.4: Radiation in Your Life

               Lesson 21.4: Learn

                  Lesson 21.4: Learn Student Voice

                  Nuclear Chemistry: Radiation in Your Life Editable Pres
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Radiation in Your Life Graphic Organizer
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Inverse-Square Relationships Quick Lab
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Radiation in Your Life Student eText Lsn
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Lesson 21.4: Practice

                  Lesson 21.4: Practice Student Voice

                  Nuclear Chemistry: Radiation in Your Life Activity Worksheet
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Detecting Nuclear Radiation Activity Worksheet
                    Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Lesson 21.4: Assess

                  Lesson 21.4: Assess Student Voice

                  Nuclear Chemistry: Radiation in Your Life Student eText Lsn
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

                  Nuclear Chemistry: Lesson 21.4 Quiz
                    Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Chapter 21: Chapter and Lesson Labs

               Nuclear Chemistry: Radioactivity and Radiation Experimental Lab
                 Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Nuclear Chemistry: Radioactivity and Half-Lives Small-Scale Lab

               Nuclear Chemistry: Studying Inverse-Square Relationships Probeware Lab (Pasco)
                 Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

               Nuclear Chemistry: Studying Inverse-Square Relationships Probeware Lab (Ward's)
                 Curriculum Standards: The student is expected to evaluate the impact of research on scientific thought, society, and the environment. 

            Relating Student Tutorial
              Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            Nuclear Chemistry: Fission and Fusion Wkbk Lesson
              Curriculum Standards: The student is expected to compare fission and fusion reactions. 

            Analyzing Student Tutorial
              Curriculum Standards: The student is expected to compare fission and fusion reactions. 

            Identifying Similarities and Differences Student Tutorial
              Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

            Analyzing and Interpreting a Diagram Student Tutorial
              Curriculum Standards: The student is expected to compare fission and fusion reactions. 

            Summarizing Student Tutorial
              Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            Nuclear Chemistry: Nuclear Chemistry Student Tutorial
              Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            Balanced Nuclear Equations Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. 

            The A, B, Gs of Radiation Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. 

            Comparing Fission & Fusion Reactions Pearson Flipped Video for Science™
              Curriculum Standards: The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. 

            Nuclear Chemistry: Chapter 21 Test
              Curriculum Standards: The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. 

         Progress-Monitoring Texas Assessments

            Beginning of Year Test
              Curriculum Standards: The student is expected to plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. The student is expected to design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. The student is expected to identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity. The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. The student is expected to describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nuclecus and electrons in the electron cloud. The student is expected to analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. The student is expected to recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. The student is expected to interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements. The student is expected to recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. The student is expected to investigate how evidence of chemical reactions indicate that new substances with different properties are formed. The student is expected to relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. The student is expected to identify advantages and limitations of models such as size, scale, properties, and materials. The student is expected to use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature. The student is expected to, in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 

            Pre-Test: Chapters 1-6
              Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to identify extensive and intensive properties. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to describe the connection between chemistry and future careers. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. 

            Pre-Test: Chapters 7-11
              Curriculum Standards: The student is expected to calculate percent composition and empirical and molecular formulas. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define and use the concept of a mole. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. 

            Pre-Test: Chapters 12-16
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. 

            Pre-Test: Chapters 17-21
              Curriculum Standards: The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. 

            Benchmark Test: Chapters 1-6
              Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to identify extensive and intensive properties. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. The student is expected to describe the postulates of kinetic molecular theory. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            Benchmark Test: Chapters 7-11
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define and use the concept of a mole. The student is expected to know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). The student is expected to demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to calculate percent composition and empirical and molecular formulas. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. 

            Benchmark Test: Chapters 12-16
              Curriculum Standards: The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to define and use the concept of a mole. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. 

            Benchmark Test: Chapters 17-21
              Curriculum Standards: The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. The student is expected to define and use the concept of a mole. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to distinguish between scientific hypotheses and scientific theories. The student is expected to know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. The student is expected to describe the connection between chemistry and future careers. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to evaluate the impact of research on scientific thought, society, and the environment. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. 

            End of Course 1 Test
              Curriculum Standards: The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define and use the concept of a mole. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to calculate percent composition and empirical and molecular formulas. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to identify extensive and intensive properties. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to understand energy and its forms, including kinetic, potential, chemical, and thermal energies. The student is expected to understand the law of conservation of energy and the processes of heat transfer. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. The student is expected to understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

            End of Course 2 Test
              Curriculum Standards: The student is expected to use isotopic composition to calculate average atomic mass of an element. The student is expected to express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. The student is expected to use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. The student is expected to understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. The student is expected to use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. The student is expected to calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. The student is expected to describe the unique role of water in chemical and biological systems. The student is expected to develop and use general rules regarding solubility through investigations with aqueous solutions. The student is expected to calculate the concentration of solutions in units of molarity. The student is expected to use molarity to calculate the dilutions of solutions. The student is expected to distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. The student is expected to differentiate between physical and chemical changes and properties. The student is expected to investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. The student is expected to define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. The student is expected to understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. The student is expected to define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. The student is expected to define and use the concept of a mole. The student is expected to perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. The student is expected to describe the postulates of kinetic molecular theory. The student is expected to construct electron dot formulas to illustrate ionic and covalent bonds. The student is expected to write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. The student is expected to predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. The student is expected to describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. The student is expected to perform calculations involving heat, mass, temperature change, and specific heat. The student is expected to calculate percent composition and empirical and molecular formulas. The student is expected to use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. The student is expected to use calorimetry to calculate the heat of a chemical process. The student is expected to perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. The student is expected to use the law of conservation of mass to write and balance chemical equations. The student is expected to name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. The student is expected to describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. The student is expected to identify extensive and intensive properties. The student is expected to compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. The student is expected to classify matter as pure substances or mixtures through investigation of their properties. The student is expected to know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. The student is expected to communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data. The student is expected to research and describe the history of chemistry and contributions of scientists. The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. The student is expected to collect data and make measurements with accuracy and precision. The student is expected to use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. The student is expected to describe the characteristics of alpha, beta, and gamma radiation. The student is expected to distinguish between degrees of dissociation for strong and weak acids and bases. The student is expected to describe radioactive decay process in terms of balanced nuclear equations. The student is expected to compare fission and fusion reactions. The student is expected to explain the use of chemical and physical properties in the historical development of the Periodic Table. 

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            Chemical Quantities: Percent Composition Lab Notes
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            Chemical Quantities: Empirical Formula Determination Descriptive Lab Notes
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            Chemical Quantities: Masses of Equal Volumes of Gases Lab Notes
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            Chemical Quantities: Counting by Measuring Mass Lab Notes
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            Chemical Reactions Practice Test Notes
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            Chemical Reactions: Removing Silver Tarnish Lab Notes
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            Chemical Reactions: Types of Chemical Reactions Lab Notes
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            Chemical Reactions: Formation of Solids Lab Notes
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            Chemical Reactions: Removing Silver Tarnish Lab Notes
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            Chemical Reactions: Qualitative Analysis Lab Notes
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            Chemical Reactions: Types of Chemical Reactions Lab Notes
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            Stoichiometry: Analysis of Baking Soda Probeware Activity Teacher Notes
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            Stoichiometry: Quantitative Analysis Lab Notes
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            pH Electrode Instructions (Pasco)
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            Stoichiometry: Analysis of Baking Soda Lab Notes (Pasco)
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            pH Electrode Instructions (Ward's)
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            States of Matter Practice Test Notes
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            States of Matter: Kinetic Theory Summary Notes
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            States of Matter: Changes of State Lesson Plan
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            States of Matter: Changes of Physical State Lab Notes
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            States of Matter: Sublimation Lab Notes
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            States of Matter: Diffusion Lab Notes
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            States of Matter: The Behavior Of Liquids and Solids Lab Notes
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            Temperature Probe Instructions (Pasco)
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            States of Matter: Changes of Physical States Lab Notes (Pasco)
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            Temperature Probe Instructions (Ward's)
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            States of Matter: Changes of Physical States Lab Notes (Ward's)
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            The Behavior of Gases Practice Test Notes
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            Behavior of Gases: Gas Pressure Summary Notes
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            Behavior of Gases: Pressure-Volume and Gases Lab Notes
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            Behavior of Gases: Using Charles's Law Activity Notes
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            Behavior of Gases: Ideal Gases Lesson Plan
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            Behavior of Gases: Carbon Dioxide From Antacid Tablets Lab Notes
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            Behavior of Gases: Temperature-Volume and Gases Lab Notes
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            Water and Aqueous Systems Practice Test Notes
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            Aqueous Systems: Homogeneous Aqueous Systems Lesson Plan
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            Aqueous Systems: Solutions and Colloids Lab Notes
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            Aqueous Systems: Surface Tension Lab Notes
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            Aqueous Systems: Solutions and Colloids Lab Notes
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            Aqueous Systems: Water Filtration Lab Notes
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            Aqueous Systems: Electrolytes Lab Notes
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            Aqueous Systems: Electrolytes Lab Notes (Pasco)
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            Conductivity Electrode Instructions (Pasco)
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            Conductivity Electrode Instructions (Ward's)
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            Aqueous Systems: Electrolytes Lab Notes (Ward's)
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            Solutions Practice Test Notes
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            Aqueous Systems: Properties of Solutions Lesson Plan
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            Aqueous Systems: Solution Formation Lab Notes
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            Aqueous Systems: Colligative Properties of Solutions Lesson Plan
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            Thermochemistry Practice Test Notes
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            Thermochemistry: Heats of Reaction Lab Notes
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            Thermochemistry: Heat in Changes of State Lesson Plan
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            Thermochemistry: Heat of Fusion of Ice Lab Notes
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            Thermochemistry: Calculating Heats of Reaction Summary Notes
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            Thermochemistry: Heat of Combustion of a Candle Lab Notes
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            Thermochemistry: Heat of Fusion of Ice Lab Notes
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            Thermochemistry: Heats of Reaction Lab Notes
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            Thermochemistry: The Specific Heat of a Metal Lab Notes
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            Thermochemistry: Heat of Combustion of a Candle Lab Notes
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            Temperature Probe Instructions (Pasco)
              Intended Role: Instructor

            Thermochemistry: Heat of Combustion of a Candle Lab Notes (Pasco)
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            Temperature Probe Instructions (Ward's)
              Intended Role: Instructor

            Thermochemistry: Heat of Combustion of a Candle Lab Notes (Ward's)
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            Acids, Bases, and Salts Practice Test Notes
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            Aqueous Systems: Acid-Base Theories Lesson Plan
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            Aqueous Systems: What Is pH? Summary Notes
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            Aqueous Systems: Measuring pH Lab Teacher Notes
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            Aqueous Systems: Strengths of Acids and Bases Lesson Plan
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            Aqueous Systems: Strong and Weak Acids and Bases Summary Notes
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            Aqueous Systems: Neutralization Reactions Lesson Plan
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            Aqueous Systems: Acid-Base Reactions Summary Notes
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            Aqueous Systems: Salts in Solution Lesson Plan
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            Aqueous Systems: Buffers Lab Teacher Notes
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            Aqueous Systems: Buffers Lab Teacher Notes
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            Aqueous Systems: Comparing Titration Curves Activity Notes
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            Aqueous Systems: Indicators from Natural Sources Lab Notes
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            Aqueous Systems: Soil Analysis Lab Notes
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            Aqueous Systems: Acid-Base Neutralization Reactions Lab Notes
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            Aqueous Systems: Acid-Base Titrations Lab Notes
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            Aqueous Systems: Dissociation Constants of Weak Acids Lab Notes
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            pH Electrode Instructions (Pasco)
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            Aqueous Systems: pHone Home Lab Notes (Pasco)
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            Aqueous Systems: pHone Home Lab Notes (Ward's)
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            pH Electrode Instructions (Ward's)
              Intended Role: Instructor

            pH Electrode Instructions (Pasco)
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            Aqueous Systems: The Neutralizing Power of Antacids Lab Notes (Pasco)
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            pH Electrode Instructions (Ward's)
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            Aqueous Systems: The Neutralizing Power of Antacids Lab Notes (Ward's)
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            pH Electrode Instructions (Pasco)
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            Aqueous Systems: Small-Scale Titrations Lab Notes (Pasco)
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            Aqueous Systems: Small-Scale Titrations Lab Notes (Ward's)
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            pH Electrode Instructions (Ward's)
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            Oxidation-Reduction Reactions Practice Test Notes
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            Chemical Reactions: Corrosion Notes Summary Notes
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            Chemical Reactions: Oxidation Numbers Lesson Plan
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            Chemical Reactions: Bleach It! Oxidize the Color Away Lab Notes
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            Chemical Reactions: Oxidation Numbers of Atoms Activity Notes
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            Chemical Reactions: Describing Redox Equations Lesson Plan
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            Chemical Reactions: Describing Redox Equations Wkbk Lsn Notes
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            Chemical Reactions: Oxidation-Reduction Reactions Lab Notes
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            Chemical Reactions: Balancing Redox Equations Activity Notes
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            Chemical Reactions: Bleach It! Oxidize the Color Away Lab Notes
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            Chemical Reactions: Electrochemical Analysis of Metals Lab Notes
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            Chemical Reactions: Oxidation-Reduction Reactions Lab Notes
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            Chemical Reactions: Half-Reactions Lab Notes
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            Chemical Reactions: Bleach It! Oxidize the Color Away Lab Notes (Pasco)
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            Colorimeter Instructions (Pasco)
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            Chemical Reactions: Bleach It! Oxidize the Color Away Lab Notes (Ward's)
              Intended Role: Instructor

            Colorimeter Instructions (Ward's)
              Intended Role: Instructor

            Hydrocarbon Compounds Practice Test Notes
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            Carbon Chemistry: Hydrocarbons Lesson Plan
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            Carbon Chemistry: Properties of Straight-Chain Alkanes Summary Notes
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            Carbon Chemistry: Unsaturated Hydrocarbons Lesson Plan
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            Carbon Chemistry: Isomers Lesson Plan
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            Carbon Chemistry: Isomers Wkbk Lsn Notes
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            Carbon Chemistry: Isomers Wkbk Lsn Notes
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            Carbon Chemistry: Structural Isomers of Heptane Lab Notes
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            Carbon Chemistry: Hydrocarbon Rings Lesson Plan
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            Carbon Chemistry: Hydrocarbon Rings Wkbk Lsn Notes
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            Carbon Chemistry: Hydrocarbons: A Structural Study Lab Notes
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            Carbon Chemistry: Hydrocarbons from Earth's Crust Lesson Plan
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            Carbon Chemistry: Hydrocarbon Isomers Lab Notes
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            Carbon Chemistry: Structural Isomers of Heptane Lab Notes
              Intended Role: Instructor

            Carbon Chemistry: Design an Oil Spill Boom Lab Notes
              Intended Role: Instructor

            Carbon Chemistry: Hydrocarbons: A Structural Study Lab Notes
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            Carbon Chemistry: Hydrocarbon Isomers Lab Notes
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            Nuclear Chemistry Practice Test Notes
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            Nuclear Chemistry: Nuclear Radiation Lesson Plan
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            Nuclear Chemistry: Radioactivity and Radiation Lab Notes
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            Nuclear Chemistry: Nuclear Transformations Lesson Plan
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