5.2 Physical Science: Physical
science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and
matter has inertia. (5.2.12.A)
Essential Questions
What is the significance of the
organization of the periodic table?
Content Statements
Enduring Understandings
Electrons are the only subatomic
particles responsible for chemical
reactions in the universe.
Cumulative Progress Indicators
Electrons, protons, and neutrons
are parts of the atom and have
measurable properties, including
mass and, in the case of protons
and electrons, charge. The nuclei
of atoms are composed of
protons and neutrons. A kind of
force that is only evident at
nuclear distances holds the
particles of the nucleus together
against the electrical repulsion
between the protons.
Use atomic models to predict the
behaviors of atoms in interactions.
5.2.12.A.1
Differences in the physical
properties of solids, liquids, and
gases are explained by the ways in
which the atoms, ions, or molecules
of the substances are arranged, and
by the strength of the forces of
attraction between the atoms, ions,
or molecules.
In the Periodic Table, elements are
arranged according to the number of
protons (the atomic number). This
organization illustrates commonality
and patterns of physical and
chemical properties among the
elements.
Account for the differences in the physical
properties of solids, liquids, and gases.
Labs, Investigation, and Student Experiences
Instruction Guidance
To assist in meeting this CPI 5.2.12.A.1, Students may
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Predict the VSEPR structure of different compounds.
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Describe the progress of atomic structure from Democritus.
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Investigate the behavior of Cu and Cr in relation to electron configuration.
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Define different types of bonding.
Sample Assessments
5.2.12.A.2
To show evidence of meeting this CPI, students may answer the following
questions:
1. Why is gold so valuable?
2. Why are spider webs so strong and flexible?
3. Specify the types of bonds and Compounds for the following: BaCl 2,
CO2, Al2O3, and PCl3.
4. Tests, quizzes and worksheets.
5. An experiment – Flame test.
Resources
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Predict the placement of unknown elements
on the Periodic Table based on their physical
and chemical properties.
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5.2.12.A.3

Inquiry in Action: Investigating Matter through Inquiry, 3rd
edition. Permission is granted in advance for reproduction for classroom use.
Please include “Reprinted with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American Chemical Society.”
National Science Digital Library, Science Digital Literacy Maps The Physical
Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
National Science Digital Library, Science Refreshers
5.2.12.A 2011
In a neutral atom, the same number
of negatively charged electrons
surrounds the positively charged
nucleus. Atoms of an element whose
nuclei have different numbers of
neutrons are called isotopes.
Solids, liquids, and gases may
dissolve to form solutions. When
combining a solute and solvent to
prepare a solution, exceeding a
particular concentration of solute
will lead to precipitation of the
solute from the solution. Dynamic
equilibrium occurs in saturated
solutions. Concentration of solutions
can be calculated in terms of
molarity, molality, and percent by
mass.
Acids and bases are important in
numerous chemical processes that
occur around us, from industrial to
biological processes, from the
laboratory to the environment.
Explain how the properties of isotopes,
including half-lives, decay modes, and
nuclear resonances, lead to useful applications
of isotopes. 5.2.12.A.4
http://nsdl.org/refreshers/science/
Textbook, overhead projector, projector, online resources.
Instruction Guidance
To assist in meeting this CPI 5.2.12.A.2, Students may
Describe the process by which solutes
dissolve in solvents. 5.2.12.A.5
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Relate the pH scale to the concentrations of
various acids and bases. 5.2.12.A.6
Investigate the Melting points of a series of ionic, molecular and metallic solids in
a laboratory experiment.
Investigate electric conductivity of a series of ionic, and molecular compounds as
solid or when molten in a laboratory experiment.
Correlate physical properties of molecular and ionic compounds with their
geometrical structures and Intermolecular forces.
Design three-dimensional structural models to explain the observed physical
properties of ionic crystals, polar and non-polar molecules.
Sample Assessment
1. Which of the following compounds are soluble in water? Justify your answer.
i)
ii)
2. Carbon and Silicon both have 4 valance electrons, however Carbon Dioxide CO 2 is
a gas at room temperature while SiO2 is solid. Explain why.
3. Camphor, C10H16O has a normal freezing point of 179.8oC and a Kf = 40.0oC/m.
When 0.186 g of an unknown organic substance is dissolved in 22.01 g of camphor,
the mixture’s new freezing point is 176.7oC. Find the unknown’s molar mass.
4. Draw the complete Lewis electron-dot diagram for ethyne C2H2.
5. Energy is required to boil ethanol. Consider the statement “As ethanol boils, energy
1.
goes into breaking C-C bonds, C-H bonds, C-O bonds, and O-H bonds.
” Is the statement true or false? Justify your answer.
5.2.12.A 2011
Resources
Inquiry in Action: Investigating Matter through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for classroom use. Please
include
“Reprinted with permission from Inquiry in Action, Third Edition, Copyright ©
2007, American Chemical Society.”
 National Science Digital Library, Science Digital Literacy Maps The Physical
Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
 National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
 Science Curriculum Topic Study: Particulate Nature of Matter (Atoms and
Molecules) p. 169
 Chemistry and Material Discoveries
http://www.nsf.gov/news/overviews/chemistry/index.jsp
 Exploring the material world
http://www.lbl.gov/MicroWorlds/module_index.html
About Microworld – Information for teachers
http://www.lbl.gov/MicroWorlds/teachers/
Instructional Guidance
To assist in meeting this CPI 5.2.12.A.3, students may:
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Learn the history of the periodic table, including the major contributors
who had an impact on the current design.
Investigate the concepts of atomic size, ionization energy, and
electronegativity.
Determine the group and periodic trends for atomic size, ionization
energy, and electronegativity.
Predict the location of an element based upon its properties.
5.2.12.A 2011
Sample Assessments
1) Compare and contrast the periodic tables devised by Mendeleev and
Moseley.
2) Match the periodic and group trends with the property:
A. Atomic Size
B. Ionization Energy
1. Increases left to right across a period and decreases down a
group
2. Decreases left to right across a period and increases down a
group
3) List the following elements in order of increasing ionization energy:
Aluminum, Magnesium, Sulfur, Chlorine, Sodium
4) Unknown element X has a relatively high ionization energy but a short
atomic radius. Describe the area of the periodic table you would expect to
find element X. How did you come to this conclusion?
Resources
 Inquiry in Action: Investigating Matter through Inquiry, 3rd edition.
Permission is granted in advance for reproduction for classroom use.
Please include “Reprinted with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American Chemical Society.”

Science-Class.Net (Graphing Periodic Properties, The Periodic Table
Project, Editable Periodic Tables): www.scienceclass.net/Chemistry/periodic_table.htm

The Science Spot (Element Trading Cards, Periodic Table Basics):
http://sciencespot.net/Pages/classchem.html

Ionization Energy Activity:
http://isite.lps.org/mschmid3/web/documents/IonizationEnergyActivity.p
df
5.2.12.A 2011
Instructional Guidance
To assist in meeting this CPI, 5.2.12.A.4, students may:

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Define radioactivity and the different types of radioactive decay (alpha, beta,
gamma, positron, and electron capture)
Write and balance equations to represent nuclear reactions

Predict the type decay that occurs for a given radioisotope

Calculate the amount of a radioactive nucleus remaining after a certain period
of time given the half-life and the amount of time required for a certain
amount of a nucleus to decay

Calculate energy changes involved in nuclear reactions

Use these relationships to understand and interpret phenomena in the natural
world.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
To show evidence of meeting this CPI, Students may answer the following
question:
1.
While on your casual Sunday walk through Central Park, you and your friends
uncover what appears to be an ancient artifact. You are determined to prove
that this item is at least 2000 years old. Because you are very familiar with
Carbon-14 dating you choose to utilize this method to complete your
objective. Describe the steps you would undertake to determine a potential
age for the artifact. Suggest alternative methods of analyses to correct for
the carbon-14 limitations in obtaining the most accurate age.
5.2.12.A 2011
Resources
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Solvation of NaCl video
Oil/Water demo
Density Bottles
Inquiry in Action: Investigating Matter through Inquiry, 3rd edition.
Permission is granted in advance for reproduction for classroom use. Please
include “Reprinted with permission from Inquiry in Action, Third Edition,
Copyright © 2007, American Chemical Society.”
National Science Digital Library, Science Digital Literacy Maps The Physical
Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Instructional Guidance
To assist in meeting this CPI, 5.2.12.A.5, students may:

Design investigations and use scientific instruments to collect, analyze and
evaluate evidence as part of building an explanation for classifying samples
as a pure substance or a compound.

Use partner talk and whole-group discussions in order to learn from other’s
ideas.

Given an interactive digital periodic table of elements, identify unknown
substances based on their physical and chemical properties. Collaboratively
evaluate and refine claims based on peers’ evidence and reasoning,
5.2.12.A 2011
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:

Investigate the dissolving of various solids, liquids and gases in water, as well
as factors that affect solubility.
 Model the process of solvation using the video ______.
 Calculate the concentration of a solution using molarity, molality and percent
by mass using sample problems as a guide.
Resources
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


Inquiry in Action: Investigating Matter through Inquiry, 3rd edition.
Permission is granted in advance for reproduction for classroom use. Please
include “Reprinted with permission from Inquiry in Action, Third Edition,
Copyright © 2007, American Chemical Society.”
National Science Digital Library, Science Digital Literacy Maps The Physical
Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Instructional Guidance
To assist in meeting this CPI, 5.2.12.A.6 students may:
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Determine whether or not a particular substance is an acid or a base.
Predict the action of an acid or base in a chemical reaction
Identify common acids and bases in our everyday experience
Explain a neutralization reaction in a buffer system
5.2.12.A 2011
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
question:
1.
In the following equation, identify the substance as being an acid, base,
or Salt. NaOH + HCl HCl + HOH.
2. What does a pH number represent and how does it relate to the positions
on the pH scale?
3. What factors would contribute to a substance being designated an acid or
a base.
Resources
 Inquiry in Action: Investigating Matter through Inquiry, 3rd edition.
Permission is granted in advance for reproduction for classroom use. Please
include “Reprinted with permission from Inquiry in Action, Third Edition,
Copyright © 2007, American Chemical Society.”
 National Science Digital Library, Science Digital Literacy Maps The Physical
Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
 National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
 Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
5.2.12.A 2011