Chemistry – “I Can” Statements
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I can identify evidence that supports the assumption that matter in the universe has a
common origin.
I can recognize and understand that all matter on earth and in the universe is composed of
the same elements.
I can identify the distribution and abundance of elements in the universe.
I can compare the occurrence of heavier elements on earth and in the universe
I can identify the Dalton, Thomson, Rutherford, Bohr, and Quantum Mechanical models
of the atom and the cite experimental evidence for each.
I can identify the limitations of each model.
I can identify and distinguish between subatomic particles based on relative charge, size,
and location within the atom.
I can relate the identity of an element to the number of protons within an atom.
I can relate the mass and number of atoms in a mole to the molar mass and Avogadro's
number.
I can use the periodic table to find the number of protons, neutrons, and electrons in an
atom.
I can identify isotopes as atoms with the same number of protons but different numbers
of neutrons.
I can show similarities in chemical behaviors of elements within a group.
I can identify the trends in atomic radius, ionization energy, electron affinity, and
electronegativity in the periodic table.
I can identify the properties of an element based on the position of the element on the
periodic table (e.g. metal, nonmetal, and metalloid).
I can differentiate between metals, nonmetals, and metalloids based on their properties.
I can relate wavelength and color to light/photon energy using a diagram or graph.
I can provide evidence from a lab that demonstrates how energy is released in discrete
units when electrons move between energy levels.
I can identify unknown elements by comparing their spectra to the spectra of known
elements.
I can describe radioactive particles and wavelike radiations as the result of an unstable
nucleus.
I can interpret graphical data relating to half life, time passed, and initial or final amounts
of radioactive material.
I can compare the mass, energy, and penetrating power of alpha, beta, and gamma
radiation.
I can relate the energy released in nuclear reactions to the strong nuclear force.
I can recognize that nuclear reactions release much more energy than chemical reactions.
I can identify benefits and risks of nuclear radiation for humans and other organisms.
I can identify the number of valence electrons in an atom using the periodic table.
I can relate the loss or gain of electrons to a positive or negative ionic charge.
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I can use the periodic table to predict the charge an atom will have when it forms a stable
ion.
I can use the periodic table to predict which combinations of elements will form ionic,
covalent or metallic bonds.
I can compare ionic, covalent, and metallic bonds with respect to electron behavior and
relative bond strengths.
I can use a chemical formula to represent the names of elements and numbers of atoms in
a compound.
I can recognize that the formula for a compound is unique to that compound.
I can compare the physical and chemical properties of a compound to those of the
elements that form the compound.
I can explain that when the same elements are combined in different proportions,
different compounds form, and those compounds have different properties.
I can use evidence from a lab to demonstrate the physical properties of ionic, covalent,
and metallic substances.
I can identify the shape and polarity of water, ammonia, and methane molecules, given a
model.
I can identify ways in which hydrogen bonds in water affect physical, chemical, and
biological phenomena.
I can describe evidence of chemical reactions such as the formation of a solid, the
formation of a gas, a color change, or a spontaneous temperature change.
I can recognize that the products of a chemical reaction have different physical and
chemical properties than the reactants because they are different substances.
I can describe a simple chemical reaction using a chemical equation.
I can recognize that the number of atoms in a chemical reaction does not change, even
though they are rearranged.
I can find the molar proportions of the reactants and products in a balanced chemical
equation.
I can investigate chemical reactions that occur in my home, such as baking, rusting, and
bleaching.
I can identify evidence of the conservation of mass in a chemical reaction when given
data about an experiment.
I can use the molar relationships/proportions in a balanced chemical equation to find the
mass of product formed in a chemical reaction that goes to completion (theoretical yield).
I can recognize and communicate about evidence of energy changes in a chemical
reaction.
I can observe and measure temperature changes in a chemical reaction.
I can classify reactions as endothermic or exothermic based on my observations.
I can describe how electrical energy can be produced in a chemical reaction using an
electrochemical cell.
I can determine whether heat is lost or gained in a chemical reaction based on
temperature data.
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I can describe and define the terms: chemical reaction, reaction rate, concentration, and
catalyst.
I can design and conduct an experiment in which I examine the factors that affect
reaction rate, namely temperature, particle size, concentration, and catalysts.
I can analyze graphical data from experiments to determine how reaction rates vary based
on those factors.
I can describe how frequency of collisions and energy of collisions affect reaction rates.
I can identify a catalyst within a reaction.
I can determine the effect of catalysts is to increase the reaction rate.
I can describe the concept of dynamic equilibrium.
I can use LeChatelier’s principle to predict the effect of adding either a product or
reactant to a reaction at equilibrium.
I can use LeChatelier’s principle to predict the effect of a temperature change on a
reaction at equilibrium, given a chemical equation showing the change in heat for the
reaction.
I can use the terms solute and solvent in describing a solution.
I can appropriately represent particles as atoms, ions, molecules, or compounds.
I can sketch a solution at the particle level.
I can describe the relative amounts of solute particles qualitatively using the terms
concentrated and dilute.
I can describe the relative amounts of solute particles quantitatively in terms of molarity
and molality.
I can design and carry out an experiment to test factors such as agitation, particle size,
and temperature that affect the relative rate of dissolution I can research environmental
issues affected by concentrations of pollutants and use parts per million (ppm) to describe
those pollutants.
I can explain how a colligative property is related to the concentration of dissolved
particles.
I can identify colligative properties of a solution such as boiling point elevation and
freezing point depression.
I can measure the change in boiling and/or freezing point of a solvent when a solute is
added by doing an experiment.
I can give examples of how colligative properties affect everyday life, such as road salt
and antifreeze.
I can use the terms acidic, basic and neutral to describe solutions with a particular pH
value or hydrogen ion concentration.
I can use indicators to measure the pH of common household solutions and standard
laboratory solutions.
I can use my observations of indicators to determine whether a solution is acidic or basic.
I can perform an acid-base titration in order to determine the concentration of an acid or
base.
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I can describe the uses of acids and bases in industry, agriculture, medicine, mining,
manufacturing and construction.
I can describe the environmental impact of acids and bases in aquatic, atmospheric and
soil environments.