Properties of the States of Matter
Topics: Bonding, Molecular Geometry, Intramolecular and Intermolecular Forces
Grade 10 Honors Chemistry
Ms. Alexandra Nourry
Properties of the States of Matter
This unit bridges the gap between chemistry and geometry.
The purpose of this presentation is to make you aware of the requirements to
succeed for this unit on Properties of the States of Matter. Use this presentation
to guide you through the unit, and do not forget, if you have questions ask.
Ms. Nourry
Properties of the States of Matter
Overview
Students will understand that:
 the intermolecular forces that hold atoms in a compound together determine the
compound’s properties.
 the intramolecular forces of a compound have an affect on the intermolecular forces of the
compound.
Students will know:
 Vocabulary: ionic compound, covalent compound, valence electrons, Lewis structure,
electronegativity, intermolecular, intramolecular, states of matter, electron domain, bonding
domains, non-bonding domains, VSEPR theory, electron domain geometry, molecular
geometry, London dispersion, dipole-dipole, hydrogen bonding, miscible, immiscible.
 how to determine if a compound is ionic or covalent.
 how to determine a compounds intramolecular forces based on periodic properties.
 determine the intermolecular forces of a compound based on the intramolecular forces.
 how to use a compounds intramolecular forces to determine the types of intermolecular
bonding.
 the properties of solids, liquids, and gases
Learning Goals
New Jersey Core Curriculum Content Standards
 4.1.12.A.1 Use geometric models to represent real-world situations and objects to
solve problems using those models.
 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense
of, and learn from other’s ideas, observations, and experiences.
 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables,
journals, concept maps, and diagrams.
 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids,
and gases.
National Science Education Standards, Physical Science:
 Structure and properties of matter. The physical properties of compounds reflect the
nature of the interactions among its molecules. These interactions are determined
by the structure of the molecule, including the constituent atoms and the distances
and angles between them.
Essential Questions
Why are the properties of ionic and covalent
compounds so different?
Why are some compounds solids, while others are
liquids or gases at room temperature?
Assessments
 Diagnostic Assessment
 Molecular Geometry Family
Survey
 Pre-Knowledge of Molecular
Geometry
 Formative Assessments
 Lewis Structure Quiz
 Electron Domain and Molecular
Geometry Quiz
 Intramolecular Quiz
 Intermolecular Quiz
 Molecular Geometry Lab
 Performance Assessment
 To Share-or-Not to Share Project
 Paper-and-Pencil Assessment
 Properties of States of Matter Test
Diagnostic Assessments
Molecular Geometry Family Survey
Designed to be complete at home with your parents/guardians.
The purpose of this assessment is to gain insight into the your family and
contains questions about common occurrences that can be explained by
the unit.
Pre-Knowledge of Molecular Geometry
Designed as a skill check for material that you have already learned in
previous units that is necessary to be successful in the current unit.
The purpose of this assessment is to reinforce skills previously learned,
and in doing so, is an opportunity for you to pause, reflect, and apply prior
knowledge.
Formative Assessment
The purpose of these formative assessments is for me to know what I am teachings is being
learned. Here are two examples.
Lewis Structure Quiz
Electron-Domain and Molecular Geometry Quiz





Draw Lewis structures for a
series of atoms.
Draw the electron change
involved in a series of
compounds.
Given at the completion of the
Lewis structure lesson.


Draw Lewis Structures a series of compounds.
Determine the electron domain geometries of the
compounds from the Lewis structures.
Determine the molecular geometries of the compounds
from the electron domain geometries.
Given after the electron-domain lesson is completed.
You will be given back your quizzes to be used in conjunction with high-quality corrective
instruction to help remedy whatever learning errors are identified.
The corrective instruction will then be followed with another opportunity for you to
experience success in learning.
Performance Assessment
To Share-or-Not Share
Context of the assignment:
Role of the students:
Everyone in the class are analytical
chemists working in a lab to prove
physical and chemical properties of
compounds.
Everyone in the class are analytical
chemists who will be set with the task
to determine if a compound is ionic or
covalent, draw the Lewis structure,
determine the: electron domain
geometry, molecular geometry, bond
angles, intramolecular forces, and
intermolecular forces.
The obstacle or challenge:
To create a model using any items that
the you chose, and present your
findings to the class.
Performance Assessment
To Share-or-Not Share
The goal of the assignment:
To determine if a compound is ionic or covalent,
draw the Lewis structure, determine the: electron
domain geometry, molecular geometry, bond
angles, intramolecular forces, and intermolecular
forces.
When your are completing the preliminary work for
the presentation you will journal your progress
during the activity in their lab notebooks which will
provide you with the opportunity to organize, plan,
and revise as they complete the assignment.
To design a model that correctly shows all of the
before mentioned information to use in a
presentation to the class using a 21st century
technology (Power Point, podcast, etc.).
Before you complete the formal presentation to the
class you will be broken up into your lab groups and
will complete a practice presentation for your group
members. During this practice presentation you will
use the rubric to grade one another. When you
complete the practice presentation the rubrics will be
given to you in order for you to revise and selfassess your presentation before the presentation to
the whole class.
During the final presentations the rest of the class,
the audience, will act as fellow chemists who will be
evaluating the presenter to ensure that the
presentation is valid and makes sense on a chemical
level.
Performance Assessment
To Share-or-Not Share Rubric
Exceeds Expectations
(3 points)
Journal
Activity
in Lab
Notebook
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Outline of project provides superior
organization and planning.
Provides organization and planning for the
presentation.
Notebook not used for organizational
or planning purposes.
Multiple revisions made throughout activity
using the lab notebook.
At least one revision made throughout the
lab notebook.
No revisions made to the lab activity.
Clear voice and tone, as well as appropriate
speed and inflection when speaking.
Student speaks too quickly or too
slow, with little or no inflection.
Quality of
Presenter
Use of 21st century tools for presentation.
The 21st century tool is additive to the
presentation not distracting.
Slides/presentation points are appropriate
and are talking points.
Student uses slides/presentation to
appropriately visualize the main ideas.
Presentation
Compositio
n
21st century tool is distracting to the
message of the presentation.
Student reads directly off the slides/
Presentation with little or no visuals.
Molecule properly identified as ionic or
covalent with reasoning based on the types
of elements.
Molecule properly identified as ionic or
covalent.
Molecular improperly identified as
ionic or covalent.
Lewis structures are drawn clearly as an
ionic or covalent molecule would be, but also
shows proper electron transfer/sharing
among the atoms.
Lewis structure drawn as an ionic or covalent
molecule would be.
Lewis structure drawn incorrectly or at
a size that does not show proper
detail to distinguish between ionic or
covalent.
Continued on the next slide.
Performance Assessment
To Share-or-Not Share Rubric Continued
Exceeds Expectations
(3 points)
Presentation
Compositio
n
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Electron domain geometry is correctly
identified based on support from the number
of electron domains present
Electron domain geometry is correctly
identified.
Electron domain incorrectly identified.
Molecular geometry is correctly identified
based on the number of bonding and
nonbonding electron domains. Bond angles
are listed.
Molecular geometry is correctly identified
with bond angles listed.
Molecular geometry is incorrectly
identified. Bond angles are not listed.
Intramolecular forces are identified and
diagramed to show how the molecule is polar
or nonpolar.
Intramolecular forces are identified as polar
or nonpolar.
Intramolecular forces are incorrectly
identified.
Intermolecular forces are appropriately
identified and shown by example based on
the intramolecular forces.
Intermolecular forces are appropriately
identified based on the intramolecular forces.
Intermolecular forces do not match
with what is possible of the
intramolecular forces.
3D model of the compound is in scale with
the size of atoms, and has the correct
number of bonding and nonbonding electron
domains. The model has accurate geometry
including bond angles.
3D model of the compound is accurate,
appropriate, and has correct geometry
including the correct number of bonding and
nonbonding electron domains.
3D model of the compound is poorly
put together, is inaccurate, does not
have the correct geometry, does not
have the appropriate number of
bonding or nonbonding electron
domains, or is distracting to the
presentation.
37 Possible Points
Paper-and-Pencil Assessment
Properties of States of Matter Test
Stated Proposition
Test Items
The intermolecular forces of a
compound can be explained by the
molecule having a certain number of
bonding and nonbonding electron
domains creating a specific electron
domain geometry and its molecular
geometry.
True/False
Short Answer or Fill-in-the-Blank
Multiple Choice
Essay
Student Scores and Reflection
Use this table to keep track of and reflect on your progress throughout the unit.
Assessment
Points Earned
Possible Points
Pre-Knowledge of Molecular Geometry*
20
Lewis Structure Quiz
20
Electron Domain and Molecular Geometry Quiz
20
Intramolecular Quiz
20
Intermolecular Quiz
20
Molecular Geometry Lab
50
To Share-or-Not to Share Project
37
Properties of States of Matter Test
50
Reflection
* Not calculated as part of your grade.
Assessment Photo Album
Rubric
Exceeds Expectations
(3 points)
Learning
goals
matched to
assessment
methods
Diagnostic
assessments
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Incorporates 21st century skills of thinking
critically and creatively while obtaining
information/evidence of student learning.
Various methods and approaches for
obtaining information/evidence of student
learning.
One method or approach of obtaining
information/evidence of student
learning.
Multiple assessments (pictures) that vary in
type to make inferences from evidence.
Includes a variety of assessments to make
inferences from evidence; a photo album,
not a single picture.
A single picture.
Authentic opportunities of real life
application of knowledge and skills that
gives students the opportunity to work in
their own learning preferences.
Multiple pre‐assessments that involve a
student’s family or community.
Provide opportunities for authentic
application of knowledge and skills.
Non‐authentic opportunities for
application of knowledge and
skills.
At least one that provides information about
a student’s family or community.
Does not include information about the
student’s family.
Multiple opportunities of reflection.
Enables reflection on the student’s part.
Does not provide reflection for the
students.
Ungraded.
Graded.
Given at the beginning of the unit, identify
misconceptions, skill levels, interests,
reveals learning preferences.
Does not identify misconceptions
or skills levels, interests, or
learning preferences.
Purposeful with a clearly focused identified
target.
Not focused on an identified
target.
Used in multiple forms more than at the
beginning of a unit.
May include: pre‐tests, skill checks,
concept maps, drawings, KWL charts
Continued on the next slide.
Assessment Photo Album
Rubric Continued
Exceeds Expectations
(3 points)
Descriptions
of
formative
assessments
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Multiple assessments in multiple forms to
reach the multiple learning preferences of
the students.
Ongoing assessments that are used to
constantly monitor the progress of the
students and to inform the instruction of the
teacher.
Are not ongoing assessments.
Involve the students in the formation of the
assessment mechanism by suggestions or
the test, performance assessments,
co‐constructing rubrics, and record
keeping.
Involve the students in the formation of the
assessment mechanism in at least one way
so that students know their learning goals.
Does not involve students in the
formation of the assessment
mechanism. Students do not have
clear learning goals.
Students self‐assess their own
performance.
Students are not given an opportunity
to self‐assess their own performance.
Feedback related to the criteria is given.
Non‐specific feedback (A, 82%,
etc.).
Followed up with corrective instruction.
Not followed up with corrective
instruction.
Descriptive feedback related to the criteria
is given.
Followed up with high‐quality corrective
instruction to help students remedy
whatever learning errors are identified
Continued on the next slide.
Assessment Photo Album
Rubric Continued
Exceeds Expectations
(3 points)
Outline of
performance
assessment
(summative
assessment)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Given at the beginning of the unit.
Not given at the beginning of the unit.
Frame the essential questions.
Not focused on the essential questions.
Build upon the knowledge students already
have in order for transfer to take place.
Includes backward mapping.
Includes the ability for students to transfer
knowledge.
Students are involved in regular feedback
and experience constructive corrective
teaching.
Provides regular feedback to the student.
Lack of regular feedback.
Adapted to most all areas of learning styles.
Focuses mainly on one learning style.
Includes at least two testing components
(ex.: constructed response, multiple choice,
performance, fill in the blank).
Only one testing component is
incorporated into assessment.
Includes scaffolding.
Adapted to all different learning styles (ex.
Visual, auditory, kinesthetic).
Includes a broad mixture of testing
components (ex. constructed response,
multiple choice, performance, fill in the
blank).
Authentic application related to a real‐world
situation that engages all students and
allows for deeper understandings to be
shown.
The assessment is mostly authentic and
students are engaged.
The assessment is not authentic and
has no relevance to a realworld
situation. Assessment
pieces do not provide engaging
activities for students.
Continued on the next slide.
Assessment Photo Album
Rubric Continued
Exceeds Expectations
(3 points)
Outline of
performance
assessment
(summative
assessment)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Provides clear and focused goals that are
well explained.
Specifically aligned with learning goals.
Vague relation to learning goals and
enduring understandings.
Written in kid language.
Understandable to students.
Written in adult language.
Students take part in co‐writing
the rubric.
Students are informed for what is expected.
Uninformed receiver.
Students are given an opportunity to
self‐evaluate, and adjust.
Students are given an opportunity for self
adjustment.
Lacks the opportunity for students to
gain insight from feedback and adjust.
Provide students feedback comments that
include action steps to improve the
assessment.
Feedback comments are incorporated.
Feedback is not incorporated.
Multiple models of students work at varying
ability levels (excellence and poor) are
provided and discussed with students.
Models of student work are provided and
discussed with students.
No models of student work are
provided.
78 Possible Points
Teacher Revisions