Correlation and documentation in support of McDougal · PDF filedesign addresses the Project...

5/20022002

for Chemistry I

Correlation and documentation in support of

McDougal Littell’sbid of

TABLE OF CONTENTS

I. Narrative explaining how World of Chemistry addresses the Tennessee Science Standards.........................................................................................................1

Correlation to:• Tennessee Class Safety Rules Guideline ............................................................................................3• Tennessee’s Components and Themes of Science Education .............................................................17• Tennessee Curriculum Standards for Chemistry I.............................................................................35

II. Narrative explaining how World of Chemistry addresses the National Science Education Standards..........................................................................................88

III. Narrative explaining how the World of Chemistry program design addresses the Project 2061 Criteria for Instruction..................................................................90

IV. Narrative explaining the various assessment components of World of Chemistry ......................................................................................................................92

1

I. World of Chemistry and the Tennessee Science Standards

World of Chemistry explores the properties of substances and the changes that substancesundergo. Chemistry is explored through inquiry, hands-on laboratory investigations,individual studies, and group activities. The students’ experiences in chemistry enablethem to understand the role of chemistry in their lives by investigating substances thatoccur in nature, in living organisms, and those that are created by scientists. Included areboth qualitative and quantitative descriptions of matter and the chemical changes thatoccur. Students practice the necessary precautions for performing safe inquiries andactivities and appreciate the risks and benefits of producing and using chemicalsubstances. Safety issues are explained in detail in the laboratory manual and referencedin each lab when appropriate.

World of Chemistry addresses the topics suggested by the Tennessee Science CurriculumStandards for Chemistry I and includes opportunities to develop basic understanding ofthe following:

• Atoms. This concept is introduced early (Chapter 1) and serves as the basis forthe study of chemistry.

• Atomic Structure. Atomic Structure is developed in detail in Chapter 3. Real-world analogies and text visuals help students to think at the atomic level. Moreabstract topics (atomic orbitals) are covered in Chapter 11.

• Matter and Energy. These topics are presented in Chapters 2 and 10respectively. The qualitative as well as the quantitative aspects of energy areaddressed.

• Interactions of Matter. This concept is introduced in Chapter 2, developed inChapter 7, and referenced throughout the text.

• Properties of Solutions. Solutions are addressed in Chapters 8 (Reactions inAqueous Solutions) and 15 (Solutions).

• Acids and Bases. This topic serves as the content for Chapter 16. Background inequilibrium is not required to teach this chapter. Teachers can therefore choose toteach this chapter and Chapter 17 (Equilibrium) in either order or not cover one orthe other depending on time or curriculum constraints.

World of Chemistry includes opportunities for students to develop abilities thatdemonstrate the process of science. The Scientific Method is presented in Chapter 1. Inthis section, (pp. 9-13), particular emphasis is placed on the relationship of makingobservations and formulating hypotheses. Students learn that experiments produce newobservations that may lead to a theory, predictions, and often more experiments. Thelaboratory component gives students practice in investigating phenomena by observing,questioning, collecting data, analyzing, explaining, and communicating. Report Sheetsto accompany Laboratory Experiments help students to organize laboratory data.Team Learning Worksheets are composed of challenging questions designed for groupuse to stimulate communication about chemistry topics among students. Questions focuson having students explain what they are doing rather than having them using logarithmsto arrive at correct numerical answers.

2

Each chapter and section in World of Chemistry presents unifying concepts that arereferenced in the Teacher’s Edition (Theme). For example:

• Chapter 5, Measurement and Calculations, reflects the concepts of Organizationand Systems

• Chapter 17, Equilibrium, reflects the concept of Models• Chapter 12, Chemical Bonding, reflects the concepts of Models, Form and

Function• Chapter 9, Chemical Quantities, reflects the concept of Patterns of Change

Students learn the principles of conservation as they learn to calculate empiricalformulas in Chapter 6 and understand the general properties of energy in Chapter 10.

World of Chemistry includes many opportunities for students to apply concepts, theories,principles, and laws. Students can see how chemistry connects to their daily lives.Chemical Impact pages feature applications of chemistry and Top 10 and What If?pages feature high interest topics that relate to the students’ world.

World of Chemistry includes many opportunities for students to demonstrate ways ofthinking and acting that are inherent in the practice of science and to exhibit an awarenessof historical and cultural contributions to the enterprise of science. References andbackground relating to history may be addressed in Chemical Impact, Top 10, and in theTeacher’s Edition, when appropriate, to enhance the students’ appreciation of chemistrytopics. Chapter 3, Chemical Foundations, Elements, Atoms, and Ions discusses thehistorical aspects of chemistry.

Using computational skills is essential for gathering quantitative data. Students are taughtmeasurement and calculation skills in Chapter 5. These skills are applied in problems andquestions throughout the text. Appendices focusing on math skills are included forreference.

Students can use creative enterprise in various activities throughout the program. Eachlab includes Something Extra. These challenging questions require the student to applyscientific methods and conduct further experimentation.

Science in society, careers, technology, and environmental and historical issues relatingto chemistry are explored in Chemical Impact features and foster positive attitudes aboutscience by presenting real-world situations and their scientific explanations. For example,Composite Cars (p. 368) discusses a new lightweight material for cars that increasescrash worthiness. Signs of Pollution (p. 429) is about an emission detector that relays dataon passing cars to be displayed on a billboard. Motorists are alerted as to the level ofemissions of their cars. Arnold Beckman: Man of Science (p. 523) details the life of anincredibly creative scientist turned philanthropist. Careers in chemistry are discussed inChapter 1 (pp. 4-6) and give students some answers to the question, “Why studychemistry?”

See the following correlation for further details regarding how World of Chemistryaddresses the Tennessee Science Standards.

PE=Pupil’s Edition; TE=Teacher’s Edition 3

World of Chemistry © 2002

correlated to the

Tennessee Class Safety Rules Guideline(Middle or High School)

Rules of Conduct in the Laboratory

1. Always maintain a business-like attitude.

Category 1 (Essential Components)PE: Laboratory Safety Handbook, A3-A4

Category 2 (Free on bid)TE: A3-A4

Laboratory Manual:To the Student: IX-XII

2. Never engage in practical jokes.




World of Chemistry © 2002 correlated to theTennessee Class Safety Rules Guideline (Middle or High School)


3. Never bring food or drink into the laboratory room.



Laboratory Manual:Experiment 2: Scientific Observations, 7; Experiment 15: Forming and NamingIonic Compounds, 48; Experiment 18: Measurement and the SI System, 53;Experiment 20: Conversion Factors, 59; Experiment 21: Measurement andDensity, 63; Experiment 22: The Bean Lab, 66; Experiment 34: Copper Wire in aSolution of Silver Nitrate, 103; Experiment 40: Energy Value of Nuts, 127;Experiment 46: Sun print Paper Photography, 150; Experiment 52: DeterminingAbsolute Zero, 165; Experiment 57: Heating and Cooling Behavior of a PureSubstance, 184; Experiment 70: Quantitative Titration, 231;Experiment 76: Chemical Equilibrium, 254; Experiment 83: Corrosion of Iron,282; Experiment 87: Saponification, 298

4. Dispose of wastes as indicated by the teacher.

Category 1 (Essential Components)PE: Laboratory Safety Handbook: A3-A4

Category 2 (Free on bid)TE: 27, 42, 78, 186, 244, 270, 280, 497, 530, 600, 675, 708, A3-A4

Laboratory Manual:Experiment 2: Scientific Observation, 7; Experiment 3: Observations andExplanations, 9; Experiment 4: Physical, Chemical Changes, 12;Experiment 6: Properties of Matter, 18; Experiment 12: Electrolysis, 39;Experiment 13: Classifying Elements, 42; Experiment 14: Electric Solutions, 46;Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 20: Conversion Factors, 59; Experiment 21: Measurement andDensity, 63; Experiment 23: Decomposing Copper Oxide, 69;Experiment 24: Formula for a Hydrate, 72; Experiment 26: Examples ofChemical Reactions, 77; Experiment 28: Conservation of Mass, 84;Experiment 33: The Halide Family, 99; Experiment 34: Copper Wire in aSolution of Silver Nitrate, 103; Experiment 35: Mass Relationships in ChemicalCompounds, 107; Experiment 37: Stoichiometry, 115; Experiment 39: Synthesisof Manganese (II) Chloride, 123; Experiment 40: Energy Value of Nuts, 127;Experiment 43: Stoichiometry and Calorimetry, 137; Experiment 46: SunprintPaper Photography, 150; Experiment 47: Flame Tests, 153; Experiment 49: Dyesand Dyeing, 157; Experiment 53: The P-n Relationship of Gases, 168;Experiment 54: Molar Volume and the Universal Gas Constant, 172;

(continued on next page)



Experiment 56: Freezing Point-A Physical Property, 180;Experiment 61: Solution Properties, 197; Experiment 62: Polar and Non-polarSolvents, 201; Experiment 64: Chloride in Water, 209; Experiment 66: Acids andBases, 216; Experiment 67: Acid Rain, 220; Experiment 69: Analysis of Vinegar.227; Experiment 70: Quantitative Titration, 231; Experiment 72: Acids, Basesand Buffers, 239; Experiment 75: La Chatelier’s Principle, 251;Experiment 76: Chemical Equilibrium, 254; Experiment 77: MOM and YourCBL, 258; Experiment 78: Oxidation and Reduction, 262;Experiment 79: Activity Series, 267; Experiment 80: Halogen Activity Series,269; Experiment 81: Analysis of Hydrogen Peroxide, 272,Experiment 82: Galvanic Cells, 276; Experiment 83: Corrosion of Iron, 282;Experiment 87: Saponification, 298; Experiment 88: Slime, Synthesis and ProperTies, 302; Experiment 89: Gluep, 306

5. NEVER return unused reagents to stock bottles.

Category 1 (Essential Components)PE: Laboratory Safety Handbook: A3-A4

Category 2 (Free on bid)TE: A3

6. Follow directions carefully using only the amount of materials called for--more is NOTalways better.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, 42, 79, 186, 208, 244, 280, 316, 497, 530,

601, 675, 708; Laboratory Safety Handbook, A3-A4

Category 2 (Free on bid)TE: 42, 79, 186, 208, 244, 280, 316, 497, 530, 601, 675, 708, A3-A4

Laboratory Manual:Each lab activity specifies the amount of materials needed for the experiment tobe performed successfully.



7. Wash your hands thoroughly after each and every laboratory session.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, 17, 42, 79, 107, 147, 186, 208, 244, 280, 316,

353, 393, 434, 462, 467, 530, 568, 601, 628, 675, 708; Laboratory SafetyHandbook, A3- A4

Category 2 (Free on bid)TE: 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 467, 530,

568, 601, 628, 675, 708, A3- A4

Laboratory Manual:Each lab activity states the importance of this standard

8. Always leave your laboratory station clean and dry.


353, 393, 434, 462, 467, 530, 568, 601, 628, 675, 708; Laboratory SafetyHandbook, A3- A4


568, 601, 628, 675, 708, A3-A4

Laboratory Manual:Each lab activity gives specific instructions for cleaning and disposal ofmaterials.

9. Be sure water and gas outlets are turned off completely after use.



10. Whenever you are unsure of a procedure, ask the teacher for help.





11. You will pay for any damage or breakage except for accidents.

Category 1 (Essential Components)PE: The opportunity to address this standard is found on the following pages:

Chemistry in the Laboratory, 16, 42, 79, 186, 208, 280, 316, 497, 530, 601;Laboratory Safety Handbook, A3-A4

Category 2 (Free on bid)TE: The opportunity to address this standard is found on the following pages:

16, 42, 79, 186, 208, 280, 316, 497, 530, 601, A3-A4

Laboratory Manual:Each lab activity that requires the use of glassware provides the opportunity toaddress this standard. Specifically, see Lab Activities on the following pages:1, 6, 9, 12, 15, 18, 27, 42, 46, 53, 63, 69, 77, 80, 84, 103, 107, 115, 118, 123, 127,130, 134, 137, 141, 145, 150, 157, 165, 168, 172, 190, 194, 197, 201, 205, 209, 212,220, 223, 227, 231, 234, 239, 243, 251, 254, 269, 272, 282, 294, 298, 310



Safety in the Laboratory:

Your personal safety and that of others working near you depend upon the care withwhich you observe the rules listed below. Become familiar with these rules and followthem AT ALL TIMES.

1. Know where fire extinguishers and fire blankets are and how to use them.



Laboratory Manual:The opportunity to address fire safety is available in the following experiments:Experiment 1: Chemistry of Fire, 1; Experiment 3: Observations andExplanations, 9; Experiment 4: Physical and Chemical Changes, 12;Experiment 8: The Sludge Test, 23; Experiment 23: Decomposing Copper Oxide,69; Experiment 26: Examples of Chemical Reactions, 77;Experiment 37: Stoichiometry, 115; Experiment 40: Energy Value of Nuts, 127;Experiment 42: Which is Your Metal, 134; Experiment 61: Solution Properties,197; Experiment 63: Temperature and Solubility, 205;Experiment 87: Saponification, 298

2. Know the location of the safety shower and eyewash fountain and how to use them.


Category 2 (Free on bid)TE: 42, 78, 208, 244, 280, 600, A3-A4

Laboratory Manual:The opportunity to address this standard is available with the followingexperiments:Experiment 2: Scientific Observations, 6; Experiment 4: Physical and ChemicalChanges, 12; Experiment 6: Properties of Matter, 18; Experiment 13: ClassifyingElements, 42; Experiment 25: Recognizing Chemical Reactions, 75;Experiment 26: Examples of Chemical Reactions, 77;Experiment 27: Interpreting Chemical Reactions, 84; Experiment 32: QualitativeAnalysis: Anions, 95; Experiment 35: Mass Relationships in ChemicalCompounds, 107; Experiment 36: The Calcium Content of Milk, III;Experiment 38: Calorimetry and Limiting Reactants, 118;Experiment 39: Synthesis of Manganese (II) Chloride, 123;Experiment 43: Stoichiometry and Calorimetry, 137;




Experiment 44: Heat of Reaction, 141; Experiment 45: Heats of Reaction andHess’s Law, 145; Experiment 47: Flame Tests, 153; Experiment 49: Dyes andDyeing, 157; Experiment 54: Molar Volume and the Universal Gas Constant, 172;Experiment 56: Freezing Point-A Physical Property, 180; Experiment 66: Acidsand Bases, 216; Experiment 68: Indicators, 223; Experiment 69: Analysis ofVinegar, 227; Experiment 70: Quantitative Titration, 231;Experiment 71: Conductivity Titration, 234; Experiment 72: Acids, Bases, andBuffers, 239; Experiment 75: Le Chatelier’s Principle, 251;Experiment 77: MOM and Your CBL, 258; Experiment 78: Oxidation andReduction, 262; Experiment 79: Activity Series, 267; Experiment 81: Analysis ofHydrogen Peroxide, 272; Experiment 86: Synthesis of Esters, 294;Experiment 87: Saponification, 298; Experiment 88: Slime: Synthesis andProperties, 302

3. ALWAYS wear appropriate eye protection when conducting an experiment.


601, 675, 708; Laboratory Safety Handbook, A3-A4

Category 2 (Free on bid)TE: 17, 42, 79, 186, 208, 244, 280, 316, 497, 530, 601, 675, 708, A3-A4

Laboratory Manual:Every experiment in the Laboratory Manual requires the use of appropriate eyeprotection.

4. Contact lenses can cause an eye hazard so should not be worn during certainlaboratories involving chemicals.


Laboratory Safety Handbook, A3-A4


A3-A4



5. Appropriate protective aprons or smocks should be worn when conductingexperiments.



Laboratory Manual:Every experiment in the Laboratory Manual requires the use of a lab apron orsmock.

6. Do not wear long, loose sleeves or a loose laboratory coat in the laboratory.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, 17, 42, 186, 208, 280, 316;



Laboratory Manual:The opportunity to address fire safety is available in the following experiments:Experiment 1: Chemistry of Fire, 1; Experiment 3: Observations andExplanations, 9; Experiment 4: Physical and Chemical Changes, 12;Experiment 8: The Sludge Test, 23; Experiment 23: Decomposing Copper Oxide,69; Experiment 26: Examples of Chemical Reactions, 77;Experiment 37: Stoichiometry, 115; Experiment 40: Energy Value of Nuts, 127;Experiment 42: Which is Your Metal, 134; Experiment 61: SolutionProperties, 197; Experiment 63: Temperature and Solubility, 205;Experiment 87: Saponification, 298



7. If you have long hair, tie it back while working in the laboratory.




Laboratory Manual:The opportunity to address fire safety is available in the following experiments:Experiment 1: Chemistry of Fire, 1; Experiment 3: Observations andExplanations, 9; Experiment 4: Physical and Chemical Changes, 12;Experiment 8: The Sludge Test, 23; Experiment 23: Decomposing CopperOxide, 69; Experiment 26: Examples of Chemical Reactions, 77;Experiment 37: Stoichiometry, 115; Experiment 40: Energy Value of Nuts, 127;Experiment 42: Which is Your Metal, 134; Experiment 61: SolutionProperties, 197; Experiment 63: Temperature and Solubility, 205;Experiment 87: Saponification, 298

8. Bracelets, dangling jewelry, and ties should be removed before working in thelaboratory.







9. Only perform experiments that have been approved by your teacher.



Laboratory Manual:Experiment 7: Separation Challenge, 21

10. Notify your teacher of any accident, no matter how minor it may seem to you.



Laboratory Manual:Experiment 2: Scientific Observations, 6; Experiment 10: Distillation, 32;Experiment 18: Measurement and the SI System, 53; Experiment 42: Which isYour Metal, 134; Experiment 52: Determining Absolute Zero, 165;Experiment 54: Molar Volume and the Universal Gas Constant, 172;Experiment 56: Freezing Point: A Physical Property, 180;Experiment 57: Heating and Cooling Behavior of a Pure Substance, 184;Experiment 58: Heat of Fusion of Ice, 188; Experiment 60: Vapor Pressure ofWater, 194; Experiment 66: Acids and Bases, 216; Experiment 81: Analysis ofHydrogen Peroxide, 272



11. NEVER ingest anything in the laboratory unless instructed to do so by your teacher.


Category 2 (Free on bid)TE: 708, A3-A4

Laboratory Manual:Experiment 6: Properties of Matter, 18; Experiment 2: Scientific Observations, 7;Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 18: Measurement and the SI System, 53; Experiment 20: ConversionFactors, 59; Experiment 21: Measurement and Density, 63; Experiment 22: TheBean Lab, 66; Experiment 34: Copper Wire in a Solution of Silver Nitrate, 103;Experiment 40: Energy Value of Nuts, 127; Experiment 46: Sun print PaperPhotography, 150; Experiment 52: Determining Absolute Zero, 165;Experiment 57: Heating and Cooling Behavior of a Pure Substance, 184;Experiment 70: Quantitative Titration, 231; Experiment 76: ChemicalEquilibrium, 254; Experiment 83: Corrosion of Iron, 282;Experiment 87: Saponification, 298

12. NEVER use flammable liquids near an open flame.



Laboratory Manual:Experiment 5: Household Chemistry, 15; Experiment 10: Distillation, 32;Experiment 61: Solution Properties, 197; Experiment 68: Indicators, 223;Experiment 80: Halogen Activity Series, 269; Experiment 87: Saponification, 298

13. NEVER pour a flammable liquid in the sink.



Laboratory Manual:Experiment 5: Household Chemistry, 15; Experiment 10: Distillation, 32;Experiment 61: Solution Properties, 197; Experiment 68: Indicators, 223;Experiment 80: Halogen Activity Series, 269; Experiment 87: Saponification, 298



14. NEVER leave a flame unattended.




15. Read the labels on ALL reagent bottles twice before using them, noting allprecautions.



16. If an acid or base spills, immediately notify your teacher.



Laboratory Manual:Experiment 66: Acids and Bases, 216; Experiment 77: MOM andYour CBL, 258; Experiment 81: Analysis of Hydrogen Peroxide, 272

17. When diluting acids always put the acid into water. REMEMBER A to W!





18. When inserting glass tubing, a glass rod, or a thermometer into a rubber stopper orrubber tubing, always protect your hands with several thick layers of cloth andalways lubricate the glass before inserting the glass into the stopper or tubing.



19. When heating the contents of a test tube, keep it tilted and moving in the flame withthe mouth pointed away from yourself and your neighbors.



Laboratory Manual:Experiment 1: Chemistry of Fire, 1; Experiment 57: Heating and CoolingBehavior of a Pure Substance, 184

20. When investigating odors, always waft the odor toward your nose.



Laboratory Manual:Experiment 2: Scientific Observations, 6; Experiment 6: Properties of Matter, 18

21. ALWAYS stand at your lab table--NEVER sit when dangerous chemicals areinvolved.




A3-A4




22. Do not touch the laboratory tabletops with your hands. Assume the tabletops aredangerous.




A3-A4




correlated to

Tennessee’s Components and Themes of Science Education

Processes of Science GoalTo enable students to apply the processes of science by posing questions andinvestigating phenomena through the language, methods, and instruments of science.

Theme: 1.1 ObservingSenses are used to develop an awareness of events or objects and their properties.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, 17, 42, 79, 107, 147, 186, 208, 244,

280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708;Chemistry in Action, 23, 34, 59, 71, 94, 104, 135, 143, 158, 170,173, 204, 214, 234, 254, 315, 324, 348, 385, 404, 413, 453, 470, 475,476, 482, 522, 547, 599, 674, 702; Using Scientific Thinking toSolve a Problem, 9-11

Category 2 (Free on bid)TE: 6, 26, 28, 40, 50,142, 158, 178, 194, 196, 200, 215, 224, 230, 233,

270, 289, 292, 294, 296, 300, 326, 328, 347, 400, 408, 416, 420, 422,430, 432, 450, 452, 468, 470, 496, 520, 538, 541, 554, 580, 590, 592,672, 675

Laboratory Manual:All Laboratory Experiments involve the use of senses.

Classroom Activities and Projects: 27-38

Overhead Transparencies: 1

Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Videotape:All demonstrations require observational skills.

World of Chemistry © 2002 correlated toTennessee’s Components and Themes of Science Education


Theme: 1.2 QuestioningDevelopment of an inquisitive mind and the effective use of questioning techniquesfurthers the acquisition of information.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, Analysis and Conclusions, 17, 42,

79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 497, 530,568, 601, 628, 675, 708; Critical Thinking, 45, 83, 109, 151, 190-191, 211, 248-249, 285-287, 320-321, 357, 397, 438-439, 465, 501,534-535, 573, 604-605, 631, 680-681, 711;The Scientific Method, 11-14

Category 2 (Free on bid)TE: 11-14, 17, 42, 45, 79, 83, 107, 109, 147, 151, 186, 190-191, 208, 211,

244, 248-249, 280, 285-287, 316, 320-321, 353, 357, 393, 397, 434,438-439, 462, 465, 497, 501, 530, 534-535, 568, 573, 601, 604-605,628, 631, 675, 680-681, 708, 711

Laboratory Manual:The Analysis and Conclusions section of each laboratory experimentillustrates effective use of questioning techniques.


Theme: 1.3 Collecting DataAcquiring, recording, arranging and storing of information must be performed in acomplete, accurate, concise, and user-friendly manner.


280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708

Category 2 (Free on bid)TE: 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462,

497, 530, 568, 601, 628, 675, 708

Laboratory Manual:All lab experiments require the collection of data.




Theme: 1.4 AnalyzingData should be examined to find patterns that may suggest cause and effect relationshipsor support inferences and hypotheses.

Category 1 (Essential Components)PE: Chemistry in the Laboratory, Analysis and Conclusions, 17, 42,

79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 497, 530,568, 601, 628, 675, 708

Category 2 (Free on bid)TE: 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462,

497, 530, 568, 601, 628, 675, 708

Laboratory Manual:The Analysis and Conclusions section in each lab activity fulfills thisstandard.


Theme: 1.5 ExplainingPhenomena and related information are made understandable through discussion thatculminates in a higher level of learning.

Category 1 (Essential Components)PE: What If?, 14, 21, 29, 57, 59, 76, 91, 97, 116, 159, 195, 201, 259, 278,

289, 310, 315, 331, 346, 362, 369, 385, 409, 430, 443, 453, 472, 485,507, 510, 514, 599, 620, 648, 690


310, 315, 331, 346, 362, 369, 385, 409, 430, 443, 453, 472, 485, 507,510, 514, 599, 620, 648, 690




Theme: 1.6 CommunicatingEssential to science is the act of accurately and effectively conveying oral, writtengraphic, or electronic information.

Category 1 (Essential Components)PE: Writing Formulas From Names, 105-106; Critical Thinking, 110;

Balancing Chemical Equations, 200-207

Category 2 (Free on bid)TE: 8, 79, 105-106, 110, 142, 236, 239, 292;Active Learning on the following pages requires effective communication:3, 11, 21, 47, 85, 100, 113, 122, 130, 153, 165, 171, 193, 213, 223, 231, 251,258, 268, 289, 293, 301, 306, 323, 328, 333, 359, 365, 371, 381, 399, 415,425, 454, 474, 491, 503, 513, 537, 554, 575, 595, 608, 618, 634, 664, 684,690, 697

Laboratory Manual:Each experiment has a report sheet in the Report Sheets to AccompanyWorld of Chemistry. These are designed to assist students in writing theirreports in an organized and logical manner.




Unifying Concepts of Science GoalTo enable students to acquire and integrate scientific knowledge by applying majorconcepts, theories, principles, and laws from the life, environmental, physical, and earthand space sciences.

Theme: 2.1 Scale and ModelsModels provide a conceptual bridge between the concrete and the abstract, while theapplication of scale allows for understanding the difference in magnitude between themodel and the target item.

Category 1 (Essential Components)PE: Elements and Compounds, 24-28; Dalton’s Atomic Theory, 52-53;

Counting by Weighing, 153-156; The Mole, 159-164;Molar Mass, 165-170; Percent Composition of Compounds, 171-173; Formulas of Compound, 174-176; Calculations of EmpiricalFormulas, 177-183; Calculation Of Molecular Formulas, 183-185;Rutherford’s Atom, 323; The Wave Mechanical Model, 337-338;Types of Chemical Bonds, 359-361; Electro-negativity, 361-363;Bond Polarity and Dipole Moments, 364-365; Ionic Bonding andStructures of Ionic Compounds, 369-371; Lewis Structures, 371-375; Molecular Structure, 381-382; Molecular Structure, TheVSEPR Model, 383-389; Molecular Models, Molecules withDouble Bonds, 390-392; Stoichiometry of SolutionReactions, 485-488; Acids and Bases, 503-506; How ChemicalReactions Occur, 537-538; The Equilibrium Constant, AnIntroduction, 548-551; Carbon Bonding, 634; Tertiary Structureof Proteins, 689-690

Category 2 (Free on bid)TE: 12, 24-28, 52-53, 153-156, 159-185, 323, 337-338, 359-365, 369-375,

381-392, 485-488, 503-506, 537-538, 548-551, 634, 689-690

Laboratory Manual:Experiment 11: Aluminum Atoms, 37; Experiment 22: Bean Lab, 66;Experiment 23: Decomposing Copper Oxide, 69; Experiment 24: Formulaof a Hydrate, 72; Experiment 49: Dyes and Dyeing, 157;Experiment 50: Models of Molecules, 161; Experiment 65: Hard WaterAnalysis, 212; Experiment 66: Acids and Bases, 216

Test Bank: Chapter 6; Chapter 12

Chapter Tests: Chapter 6; Chapter 12

Classroom Activities and Projects: 13-16, 25, 27-38

Teacher’s Guide for Less Proficient Students: 11-12, 23-24

Standardized Test Practice: 12-13, 30-32(continued on next page)



Challenge Projects and Problems: 10-11, 22-23

Overhead Transparencies: 42, 43, 44, 48

Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Electron Pair Repulsion (2 pairs, 3 pairs, 4 pairs)”

www.mcdougallittell.com:Power Point: Chapter 6, Chapter 12; ACE Practice Test: Chapter 6,Chapter 12

Theme: 2.2 Form and FunctionForm is linked to the function of materials and systems, and function may alter form.

Category 1 (Essential Components)PE: Real World Chemistry, 5; What is Chemistry, 7-8; The

Particulate Nature of Matter, 21-23; Elements andCompounds, 24-27; The States of Matter, 28-29; Mixtures andPure Substances, 34-38; The Elements, 47-49; Introduction to theModern Concept of Atomic Structure, 59; Isotopes, 60-63;Introduction to the Periodic Table, 63-66; Natural States of theElements, 67-70; Ions, 71-74; Compounds that Contain Ions, 75-78; Formulas of Compounds, 174-176; Calculation of EmpiricalFormulas, 177-183; Reaction of Metals With Nonmetals, 231-234;Ways to Classify Reactions, 235-239; Other Ways to ClassifyReactions, 239-243; Types of Chemical Bonds, 359-361;Electronegativity, 361-365; Ionic Bonding and Structures of IonicCompounds, 369-371; Lewis Structures, 371-375; LewisStructures of Molecules with Multiple Bonds, 375-381; MolecularStructure, 381-382; Molecular Structure, The VSEPR Model, 383-390; Molecular Structure, Molecular with Double Bonds, 390-392;Water and Its Phase Changes, 444-445; Energy Requirements forthe Changes of States, 446-448; Boiling Point and VaporPressure, 452-453; The Solid State, Types of Solids, 454-456;Bonding in Solids, 456-461; Acids and Bases, 503-506; AcidStrength, 506-509; Water as an Acid and a Base, 510-512;Buffered Solutions, 528-529; Electrochemistry, An Introduction,591-594; Batteries, 595-599; Nuclear Alkanes, 641-648;Petroleum, 648-649; Reactions of Alkanes, 650; Alkanes andAlkynes, 651-653; Aromatic Hydrocarbons, 654; FunctionalGroups, 660-662, Properties and Uses of Alcohols, 663-665;Aldehydes and Ketones, 664-665; Carboxylic Acids andEsters, 669-670; Polymers, 671-674; Primary Structure ofProteins, 685-689; Tertiary Structure of Proteins, 689-690;Functions of Proteins, 690-691; Enzymes, 691-693;Carbohydrates, 693-697; Nucleic Acids, 697-700; Lipids, 701-707




Category 2 (Free on bid)TE: 5, 7-8, 21-29, 34-38, 47-49, 59-78, 176-183, 231-243, 359-365, 369-

392, 444-448, 452-461, 503-512, 528-529, 591-599, 619-627, 641-654, 660-665, 669-674, 685-707

Laboratory Manual:Experiment 13: Classifying Elements, 42; Experiment 14: ElectricSolutions, 46; Experiment 23: Decomposing Copper Oxide, 69;Experiment 24: Formula for a Hydrate, 72; Experiment 30: Activity Seriesfor Metals, 90; Experiment 31: Unknown Solutions, 93;Experiment 32: Qualitative Analysis: Anions, 95; Experiment 33: TheHalide Family, 99; Experiment 49: Dyes and Dyeing, 157;Experiment 56: Freezing Point-A Physical Property, 180;Experiment 57: Heating and Cooling Behavior of a Pure Substance, 184;Experiment 58: Heat of Fusion in Ice, 188; Experiment 59: Energy andChanges of State, 190; Experiment 72: Acids, Bases, and Buffers (CBL),239; Experiment 82: Galvanic Cells (CBL), 276;Experiment 83: Corrosion of Iron, 282; Experiment 86: EsterSynthesis, 294; Experiment 87: Saponification, 298;Experiment 88: Slime, 302; Experiment 89: Gluep, 306;Experiment 90: Enzymes in Food, 308; Experiment 91: Vitamin C inJuices, 310

Test Bank: Chapter 3; Chapter 12; Chapter 14; Chapter 20; Chapter 21

Chapter Tests: Chapter 3; Chapter 12; Chapter 14; Chapter 20; Chapter 21

Chapter Review Worksheets: 7, 9, 11, 61, 63, 65, 73, 75, 77, 109, 111

Classroom Activities and Projects: 3-8, 9, 25-26, 27-39

Teacher’s Guide for Less Proficient Students: 5-6, 23-24, 27-28, 39-41,42-43

Standardized Test Practice: 5-7, 30-32, 36-38, 52-53, 54-55

Challenge Projects and Problems: 4-5, 22-23, 26-27, 36, 37

Overhead Transparencies: 8, 9, 10, 11, 24, 42, 43, 44, 48, 60, 61, 62, 63,64, 65, 66, 67, 71, 78, 79, 80, 81, 82, 83, 85, 86




Category 3 (Other free materials in accord with our national policy)HMClassPrep:Video: “Conductivity (Parts 1, 2, 3)”; “Potassium Metal Reactions withWater”; “The Lemon Battery”; Animations: “States of Matter”; “ElectronPair Repulsion (2 pairs, 3 pairs, 4 pairs)”; “Brønsted-Lowry Reaction”;“Self-ionization of Water”; “Weak Acid Dissolved in Water”; “AcidIonization”; “Electrochemical Hall-Reactions in a Galvanic Cell”; “AnodeReaction”; “Cathode Reactions”; “Oxidation-Reduction Reaction”; “NuclearFission”; “Nuclear Fusion”; “Soap”

www.mcdougallittell.com:Power Point: Chapter 3, Chapter 12, Chapter 14, Chapter 20, Chapter 21;ACE Practice Tests: Chapter 3, Chapter 12, Chapter 14, Chapter 20,Chapter 21

Theme: 2.3 OrganizationEverything is organized into related systems or subsystems.

Category 1 (Essential Components)PE: What is Chemistry?, 7-8; The Particulate Nature of Matter, 21-

23; Elements and Compounds, 24-27; States of Matter, 28-29;Mixtures and Pure Substances, 34-38; The Elements, 47-49;Dalton’s Atomic Theory, 52-53; The Structure of the Atom, 55-58; Isotopes, 60-62; Introduction to the Periodic Table, 63-66;Natural States of the Elements, 67-70; Naming Compounds thatContain a Metal and Nonmetal, 85-94; Naming BinaryCompounds that Contain Only Nonmetals, 94-97; Naming BinaryCompounds , A Review, 97-99; Naming Compounds that ContainPolyatomic Ions, 100-103; Naming Acids, 104-105;Molar Mass, 165-170; Evidence for a Chemical Reactions, 193-195; Chemical Equations, 195-199; Balancing ChemicalEquations, 200-207; Electron Arrangements in the First EighteenAtoms on the Periodic Table, 339-343; Electron Configurationand the Periodic Table, 343-347; Stable Electron Configurationsand Charges on Ions, 365-369; Heterogeneous Reactions, 541-543;Le Chatelier’s Principle, 554-562; Applications Involving theEquilibrium Constanst, 562-563; Solubility Equilibria, 564-567;Oxidation-Reduction Reactions, 575-576; Oxidation States, 577-579; Oxidation-Reduction Reactions Between Nonmetals, 580-584; Electrochemistry, An Introduction, 591-594; NuclearReactors, 621-623; Alkanes, 635-637; Structural Formulas andIsomerism, 638-640; Naming Alkanes, 641-648; Alkenes andAlkynes, 651-653; Aromatic Hydrocarbons, 654; CarboxylicAcids and Esters, 669-670; Polymers, 671-674; Proteins, 684-685;Primary Structure of Protein, 685-689; Tertiary Structure ofProteins, 689-690; Carbohydrates, 693-697; Nucleic Acids, 697-700; Lipids, 701-707




Category 2 (Free on bid)TE: 7-8, 21-29, 34-38, 47-49, 52, 53, 55-58, 60-70, 85-105, 165-170, 193-

207, 339-347, 365-369, 541-546, 552-567, 575-584, 591-594, 621-623, 635-648, 651-654, 669-674, 684-690, 693-707

Laboratory Manual:Experiment 11: Aluminum Atoms, 37; Experiment 13: ClassifyingElements, 42; Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 17: Energy Changes in Physical and Chemical Systems, 51;Experiment 25: Recognizing Chemical Reactions, 75;Experiment 26: Examples of Reaction, 77; Experiment 27: InterpretingChemical Reactions, 80; Experiment 28: Conservation of Mass, 84;Experiment 74: Equilibrium Beads, 248; Experiment 75: Le Chatelier’sPrinciple, 251; Experiment 76: Chemical Equilibrium, 254;Experiment 77: MOM and Your CBL, 258; Experiment 78: Oxidation andReduction, 262; Experiment 79: Activity Series, 267;Experiment 80: Halogen Activity Series, 269; Experiment 86: EsterSynthesis, 294; Experiment 87: Saponification, 298;Experiment 88: Slime; Experiment 89: Gluep, 306;Experiment 91: Vitamin C in Juice, 310

Test Bank: Chapter 3; Chapter 4; Chapter 7; Chapter 11; Chapter 17;Chapter 18; Chapter 20; Chapter 21

Chapter Tests: Chapter 3; Chapter 4; Chapter 7; Chapter 11; Chapter 17;Chapter 18; Chapter 20; Chapter 21

Chapter Review Worksheets: 7, 9, 11, 13, 15, 17, 31, 33, 35, 55, 57, 59,91, 93, 95, 97, 99, 101, 109, 111

Classroom Activities and Projects: 3-8, 35-36, 37-38

Teacher’s Guide for Less Proficient Students: 5-6, 7-8, 13, 20-22, 33-34,35-36, 39-41, 42-43

Standardized Test Practice: 5-7, 8-9, 15-17, 27-29, 45-47, 48-49, 52-53,54-55

Challenge Projects and Problems: 5, 6, 7, 12-13, 20-21, 32, 33, 34, 36, 37

Overhead Transparencies: 7, 8, 9, 10, 12, 13, 14, 15, 21, 39, 40, 85, 86




Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 1: “Cathode Ray Tube”; Demonstration 10: “Oxygen,Hydrogen, Soap Bubbles, and Balloons”; Demonstration 3: “Reactions ofMetals with Acids”; Demonstration 14: “Flammability of a Powder”;Demonstration 23: “Reaction Rate and Concentration”;Demonstration 29: “Examples of Galvanic Cells”;Demonstration 34: “Synthesis of Nylon”

HMClassPrep:Animations: “States of Matter”; “Aufbau Principle”; “EquilibriumDecomposition of N2O4”; “Electrochemical Hall-Reactions in a GalvanicCell”; “Anode Reaction”; “Cathode Reaction”; “Oxidation-ReductionReaction”; “Nuclear Fusion”; “Soap”; Video: “Reaction of Copper withNitric Acid”; “Gaseous Equilibrium of NO2 and N2O4 and Temperature”

www.mcdougallittell.com:Power Point: Chapter 3, Chapter 4, Chapter 7, Chapter 11, Chapter 17,Chapter 18, Chapter 20, Chapter 21; ACE Practice Tests: Chapter 3,Chapter 4, Chapter 7, Chapter 11, Chapter 17, Chapter 18, Chapter 20,Chapter 21

Theme: 2.4 InteractionsWithin all living and non-living systems, matter and energy interact.

Category 1 (Essential Components) PE: The Nature of Energy, 289-290; Temperature and Heat, 291-292;

Exothermic and Endothermic Processes, 292-293;Thermodynamics, 293-294; Measuring Energy Changes, 294-300;Thermo-chemistry, 301-303; Hess’s Law, 303-305; Energy andOur World, 307-312; Energy as a Driving Force, 312-315;Chemistry in the Laboratory, 316; Energy and Light, 324-325;Emission of Energy by Atoms, 326-327; The Energy Levels ofHydrogen, 328-330; Water and Its Phase Changes, 444-445;Energy Requirements for the Change of State, 446-449;Evaporation and Vapor Pressure, 449-451; Boiling Point andVapor Pressure, 452-453

Category 2 (Free on bid)TE: 289-305, 307-316, 324-330, 444-453



Theme: 2.5 ChangeInteractions within and among systems result in changes in their properties, position,movement, form, or function.

Category 1 (Essential Components)PE: Elements and Compounds, 24-29; Physical and Chemical

Properties and Changes, 29-33; Mixtures and PureSubstances, 34-38; Separation of Mixtures, 39-41; CompoundsThat Contain Ions, 75-78; Chemistry in the Laboratory, 79;Evidence for a Chemical Reaction, 193-195; ChemicalEquation, 195-199; Reactions in Which a Solid Forms, 214-223;Describing Reactions in Aqueous Solutions, 223-226; ReactionsThat Form Water, Acids and Bases, 226-230; Reactions of Metalwith Nonmetals, 231-235; Types of Chemical Bonds, 359-361;Electronegativety, 361-365; Ionic Bonding and Structures of IonicCompounds, 369-371; Pressure, 399-402; Pressure andVolume, 403-407; Volume and Temperature, Charles’s Law, 407-412; Volume and Mass, Avogadro’s Law, 412-415; The Ideal GasLaw, 415-420; Dalton’s Law of Particle Pressures, 420-425;Solubility, 467-472; Dilution, 481-485; NeutralizationReactions, 488-491; How Chemical Reactions Occur, 537-538

Category 2 (Free on bid)TE: 24-41, 75-79, 193-199, 214-235, 359-365, 369371, 399-425, 467-472,

481-485, 488-491, 537-538

Laboratory Manual:Experiment 4: Physical and Chemical Changes, 12;Experiment 5: Household Chemistry, 15; Experiment 6: Properties ofMatter, 18; Experiment 7: Separation Challenge, 21;Experiment 8: Sludge Test, 23; Experiment 9: Separation of Mixtures, 27;Experiment 10: Distillation, 32; Experiment 25: Recognizing ChemicalReactions, 75; Experiment 29: Precipitation Reaction, 87;Experiment 30: Activity Series for Metal, 90; Experiment 31: UnknownSolutions, 93; Experiment 49: Dyes and Dyeing, 157;Experiment 52: Determining Absolute Zero, 165; Experiment 53: The P-nRelationship of Gases, 168; Experiment 54: Molar Volume and theUniversal Gas Constant, 172; Experiment 61: Solution Properties, 197;Experiment 62: Polar and Non-polar Solvents, 201; Experiment 65: HardWater Analysis, 212; Experiment 73: Iodine Clock Reaction, 243

Test Bank: Chapter 2; Chapter 7; Chapter 8; Chapter 12; Chapter 13

Chapter Tests: Chapter 2; Chapter 7; Chapter 8; Chapter 12; Chapter 13




Chapter Review Worksheets: 1, 3, 5, 31, 33, 35, 37, 39, 41, 61, 63, 65, 67,69, 71


Teacher’s Guide for Less Proficient Students: 3-4, 13, 14-15, 23-24, 25-26

Standardized Test Practice: 2-4, 15-17, 18-20, 30-32, 33-35

Challenge Projects and Problems: 2-3, 12-13, 14-15, 22-23, 24-25

Overhead Transparencies: 3, 4, 21, 22, 23, 42, 44, 45, 48, 49, 50, 53, 54,55, 56, 57, 58, 68, 69, 70

Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 30: “Electrolysis of Water”;Demonstration 2: “Conductivity of Aqueous Solutions”;Experiment 26: “Examples of Reactions”; Demonstration 3: “Reactions ofMetals with Acids”; Demonstration 4: “Zinc and Iodine”;Demonstration 11: “Thermite Reaction”; Demonstration 22: “AmmoniumDichromate Volcano”; Demonstration 28: “Reactions of Nickel”;Demonstration 32: “Barking Dogs”; Demonstration 21: “Sugar PotassiumChlorate and Sulfuric Acid”; Demonstration 6: “Collapsing Can”

HMClassPrep:Animations: “States of Matter”; “Dissolution of a Solid in a Liquid”;“Proton Transfer”; “Single Molecule in a Box”; “Boyle’s Law; MicroscopicIllustration of Boyle’s Law”; “Balloon Submersion in N2”; “Charles’s Law;Microscopic Illustration of Charles’s Law”; “Ideal Gas Law”; “Dissolutionof a Solid in a Liquid”; “Ammonia Fountain”; Videos: “PaperChromatography”; “Conductivity (Parts 1, 2, 3)”; “Reaction of Copper withNitric Acid”; “Potassium Metal Reaction With Water”

www.mcdougallittell.com:Power Point: Chapter 2, Chapter 7, Chapter 8, Chapter 12, Chapter 13;ACE Practice Test: Chapter 2, Chapter 7, Chapter 8, Chapter 12, Chapter13



Theme: 2.6 ConservationIn any natural system, form may change but nothing is lost.

Category 1 (Essential Components)PE: Chemical Equations, 195-199; Balancing Chemical

Equations, 200-207; Information Given by ChemicalEquations, 251-254; Mole-mole Relationships, 254-258; MassCalculations, 258-262; Percent Yield, 277-279

Category 2 (Free on bid)TE: 195-207, 251-262, 277-279

Laboratory Manual:Experiment 27: Interpreting Chemical Reactions, 80;Experiment 28: Conservation Of Mass, 84; Experiment 34: Copper Wirein a Silver Nitrate Solution, 103; Experiment 35: Mass Relationships inChemical Compounds, 107; Experiment 39: Synthesis of Manganese (II)Chloride, 123


Chapter Tests: Chapter 7 ; Chapter 9

Chapter Review Worksheets: 31, 33, 35, 43, 45, 47


Teacher’s Guide for Less Proficient Students: 13, 16, 17

Standardized Test Practice: 15-17, 21-23

Challenge Projects and Problems: 12, 13, 16, 17


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 10: “Oxygen, Hydrogen, Soap Bubbles and Balloons”

www.mcdougallittell.com:Power Point: Chapter 7, Chapter 9; ACE PracticeTest: Chapter 7,Chapter 9



Habits of Mind GoalTo enable students to think and act in a manner consistent with the practice and the natureof science; and exhibit an awareness of the historical and cultural contributions ofscience.

Theme: 3.1 Historical and Cultural PerspectiveScientific understanding evolves over time as an approximation of truth and within acultural context.

Category 1 (Essential Components)PE: Chemical Impact, 13, 15, 36, 53, 87, 121, 123, 174, 523;

Chapter 3, Introduction, 47; Celebrity Chemical, 50; Dalton’sAtomic Theory, 52; Rutherford’s Atom, 323

Category 2 (Free on bid)TE: 13, 15, 36, 47, 50, 52, 53, 58, 59, 160, 174, 323, 340-341, 344-345,

404-405, 523, 575

Theme: 3.2 AssumptionEstablishing the validity of an argument through data and differentiating between fact andassumption are vital parts of the scientific process.


280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708;Critical Thinking, 45, 83, 109, 151, 190-191, 211, 248-249, 285-287, 320-321, 357, 397, 438-439, 465, 501, 534-535, 573, 604-605,631, 680-681, 711; The Scientific Method, 11-14

Category 2 (Free on bid)TE: 11-14, 17, 42, 45, 79, 83, 107, 109, 147, 151, 186, 190-191, 208, 211,

244, 248-249, 280, 285-287, 316, 320-321, 353, 357, 393, 397, 434,438-439, 462, 465, 497, 501, 530, 534-535, 568, 573, 601, 604-605,628, 631, 675, 680-681, 708, 711

Laboratory Manual:All experiments in the laboratory manual fulfill this standard.



Theme: 3.3 Estimation and ComputationScientists evaluate the level of precision needed to make a reasonable response andperform necessary calculations.

Category 1 (Essential Components)PE: Scientific Notation, 113-116; Units, 116-118; Measurements of

Length, Volume and Mass, 118-121; Uncertainty inMeasurement, 122-124; Significant Figures, 124-129; Counting byWeighing, 153-156; Atomic Masses: Counting Atoms byWeighing, 156-158; Percent Composition of Compounds, 171-173;Calculations of Empirical Formulas, 177-183; Calculation ofMolecular Formulas, 183-185; Balancing ChemicalEquations, 200-207.In addition, all Self-Check Activities and Examples in the textillustrate or require computational skills.

Category 2 (Free on bid)TE: 113-129, 153-158, 171-173, 177-185, 200-207

Laboratory Manual:Experiment 18: Measurement and the SI System, 53;Experiment 19: Measuring a Book? Precisely!: 57;Experiment 23: Decomposing Copper Oxide, 69; Experiment 24: Formulafor a Hydrate, 72; Experiment 27: Interpreting Chemical Reactions, 80;Experiment 28: Conservation of Mass, 84



Chapter Review Worksheets: 19, 21, 23, 25, 27, 29





Overhead Transparencies: 16, 17, 18

Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration10: “Oxygen, Hydrogen, Soap Bubbles and Balloons”

www.mcdougallittell.com:Power Point: Chapter 5, Chapter 6; ACE Practice Tests: Chapter 5,Chapter 6



Theme: 3.4 MethodsScientists use a variety of techniques to describe and solve problems.

Category 1 (Essential Components)PE: A Real World Chemist, 4; Learning Chemistry, 6; Solving

Problems Using Scientific Approach, 8; Using Scientific Thinkingto Solve a Problem, 9-11; Steps in the Scientific Method, 12;Chemical Impact, 15, 123, 138, 174, 183, 383, 523, 529, 541, 637,646; Chemistry in the Laboratory, 17, 42, 79, 107, 147, 186, 208,244, 280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708;Chemistry in Action, 23, 34, 59, 71, 94, 104, 135, 143, 158, 170,173, 204, 214, 234, 254, 315, 324, 348, 385, 404, 413, 453, 470, 475,476, 482, 522, 547, 599, 674, 702

Category 2 (Free on bid)TE: 4-6, 8-12, 15, 17, 23, 24, 42, 56-57, 59, 71, 79, 94, 104, 107, 123,

135, 138, 143, 147, 154-155, 158, 170, 173, 174, 183, 186, 204, 208,214, 234, 244, 254, 280, 315, 316, 324, 348, 353, 383, 385, 393, 404,413, 434, 453, 462, 470, 475, 476, 482, 497, 522, 523, 529, 530, 541,546, 547, 568, 599, 601, 628, 637, 646, 674, 675, 702, 708

Laboratory Manual:Experiments in the laboratory manual involve using a variety of problemsolving methods.

Theme: 3.5 Science and TechnologyScience and technology are separate but interdependent.

Category 1 (Essential Components)PE: Chemical Impact, 9, 28, 58, 74, 89, 155, 238, 265, 311, 351, 368,

377, 383, 429, 432, 458, 460, 471, 516, 525, 597, 646;Chapter 6, Introduction, 153; Celebrity Chemical, 179, 333, 581

Category 2 (Free on bid)TE: 9, 28, 35, 58, 74, 89, 183, 155, 179, 238, 265, 311, 333, 351, 368,

377, 383, 429, 432, 458, 460, 471, 516, 525, 581, 597, 646

Theme: 3.6 Creative EnterpriseIdeas and inventions contribute to the creative expression of science.

Category 1 (Essential Components)PE: Chemical Impact, 36, 58, 74, 138, 174, 265, 311, 351, 458, 523, 617,

659; Thomson’s Experiment, 55; The Plum PuddingModel, 56; Rutherford’s Experiment, 56-57

Category 2 (Free on bid)TE: 36, 55-58, 74, 138, 154-155, 174, 265, 311, 351, 458, 523, 617, 659



Science in Society GoalTo enable students to demonstrate positive attitudes toward science necessary for solvingproblems and making personal decisions about issues that affect individuals, society, andthe environment.

Theme: 4.1 AttitudesScientific progress and the attitudes of society influence one another.

Category 1 (Essential Components)PE: Learning Chemistry, 6; Chemical Impact, 15; Learning

Chemistry, It’s Your Job, 16; Celebrity Chemical, 96, 114, 198,267, 303, 427, 454; Chemical Impact, 49, 123, 171, 194, 225, 237,368, 377, 383, 420, 432, 460, 471, 490, 529, 541, 543, 564, 580, 590,609, 637, 646, 673, 692, 696, 705

Category 2 (Free on bid)TE: 6, 15, 16, 49, 89, 96, 114, 123, 154-155, 171, 194, 198, 225, 237, 267,

303, 368, 377, 383, 450, 427, 432, 454, 460, 471, 490, 529, 541, 543,564, 580, 590, 609, 637, 646, 673, 692, 696, 705

Theme: 4.2 Personal GoalsApplications of science can affect the quality of life for individuals.

Category 1 (Essential Components)PE: Celebrity Chemical, 96, 114, 198, 267, 303, 427, 454; Chemical

Impact, 49, 123, 171, 194, 225, 237, 368, 377, 383, 420, 432, 460,471, 490, 529, 541, 543, 564, 580, 590, 609, 637, 646, 673, 692, 696,705

Category 2 (Free on bid)TE: 49, 89, 96, 114, 123, 154-155, 171, 194, 198, 225, 237, 267, 303, 368,

377, 383, 450, 427, 432, 454, 460, 471, 490, 529, 541, 543, 564, 580,590, 609, 637, 646, 673, 692, 696, 705

Theme: 4.3 Career GoalsDevelopment of scientific skills may lead to rewarding careers and productivecontributions to society.

Category 1 (Essential Components)PE: A Real World Chemist, 4-5; Chemical Impact, 123, 138, 174, 183

Category 2 (Free on bid)TE: 4-5, 123, 138, 174, 183



Theme: 4.4 Societal NeedsScience and technology combine to meet the needs of a society.

Category 1 (Essential Components)PE: Learning Chemistry, 6; Chemical Impact, 15; Learning

Chemistry, Its Your Job, 16; Celebrity Chemical, 96, 114, 198,267, 303, 427, 454; Chemical Impact, 49, 123, 171, 194, 225, 237,368, 377, 383, 420, 432, 460, 471, 490, 529, 541, 543, 564, 580, 590,609, 637, 646, 673, 692, 696, 705

Category 2 (Free on bid)TE 6, 15, 16, 49, 89, 96, 114, 123, 154-155, 171, 194, 198, 225, 237, 267,

303, 368, 377, 383, 450, 427, 432, 454, 460, 471, 490, 529, 541, 543,564, 580, 590, 609, 637, 646, 673, 692, 696, 705

Theme: 4.5 EconomicsScientific knowledge provides a basis for understanding the economic value of appliedtechnology.

Category 1 (Essential Components)PE: Chemical Impact, 117, 155, 277, 368, 377, 429, 460, 471, 541, 597,

692

Category 2 (Free on bid)TE: 117, 155, 277, 333, 368, 377, 429, 460, 471, 541, 597, 692

Theme: 4.6 PoliticsSound scientific understanding should guide political decisions.

Category 1 (Essential Components)PE: Chapter Review, 19; Chemical Impact, 53, 87, 117, 121, 626, 676,

705

Category 2 (Free on bid)TE: 19, 53, 87, 117, 121, 626, 673, 705



correlated to the

Tennessee Curriculum Standards for Chemistry I

Standard Number: 1.0 Atomic Structure

Standard: The student will investigate atomic structure and how this determines thephysical and chemical properties of matter.

Learning Expectations:

The student will

1.1 compare and contrast various models of the atom as they emergedhistorically, from the Greeks to the modern electron-cloud model.

Category 1 (Essential Components)PE: The Structure of the Atom, 55-57; Introduction to the Modern

Concept of Atomic Structure, 591; The Rutherford Atom, 323;The Bohr Model of the Atom, 330; The Ware Mechanical Modelof the Atom, 331-332; Chemistry in the Laboratory, 353

Category 2 (Free on bid)TE: 55-57, 59, 323, 330-332, 353

Laboratory Manual:Experiment 48: Electron Probability, 155








World of Chemistry © 2002 correlated to theTennessee Curriculum Standards for Chemistry I


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 1: “Cathode Ray Tube”

HMClassPrep:Animation: “Scattering of Alpha Particles by Gold Foil”; “Hydrogen LineSpectrum”; “Orbital Energies”

www.mcdougallittell.com:Power Point: Chapter 3, Chapter 11; Ace Practice Test: Chapter 3,Chapter 11

1.2 investigate the basic organization of the modern periodic table, includingatomic number and atomic properties.

Category 1 (Essential Components)PE: Introduction to the Periodic Table, 63-66; Atomic Properties and

the Periodic Table, 348-352

Category 2 (Free on bid)TE: 63-66, 348-352

Laboratory Manual:Experiment 13: Classifying Elements, 42

Chapter Review Worksheets: 7, 9

Classroom Activities and Projects: 3-8, 25-26


1.3 describe models of the atom in terms of orbital, electron configuration,orbital notation, quantum numbers, and electron-dot structures.

Category 1 (Essential Components)PE: The Hydrogen Orbitals, 333-338; Electron Arrangement in the

First Eighteen Atoms on the Periodic Table, 339-343; ElectronConfigurations and the Periodic Table, 343-347; AtomicProperties and the Periodic Table, 348-352;Lewis Structures, 371-375





Test Bank: Chapter 11

Chapter Tests: Chapter 11

Chapter Review Worksheets: 55, 57, 59


Teacher’s Guide for Less Proficient Students: 20-22

Standardized Test Practice: 27-29

Challenge Projects and Problems: 20-21

Overhead Transparencies: 35, 36, 37, 38, 39, 40, 41

Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “2s , 2px, 2py, 2pz, Orbitals”; “Shapes of the d-Orbitals”;“Aufbau Principle”

www.mcdougallittell.com:Power Point: Chapter 11; ACE Practice Test: Chapter 11

1.4 investigate the composition of the nucleus so as to explain isotopes andnuclear reactions.

Category 1 (Essential Components)PE: Isotopes, 60-62; Chapter 19, Introduction, 607; Radioactive

Decay, 608-612; Nuclear Transformation, 612-614; NuclearEnergy, 619; Nuclear Fission, 620-621; Nuclear Fusion, 623-624


Laboratory Manual:Experiment 84: Investigating Radioactivity, 286









Challenge Projects and Problems: 35

Overhead Transparencies: 84, 85

Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Nuclear Fission”; “Nuclear Fusion”


1.5 relate the spectral lines of an atom’s emission spectrum to the transition ofelectrons between different energy levels within an atom.

Category 1 (Essential Components)PE: Emission of Energy by Atoms, 326; The Energy Levels of

Hydrogen, 328-330

Category 2 (Free on bid)TE: 326, 328-330

Laboratory Manual:Experiment 47: Flame Tests, 153


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 12: “Pickle Light”; Demonstration 13: “Flame Tests”

HMClassPrep:Video: “Fireworks”; Animations: “Hydrogen Line Spectrum”; “OrbitalEnergies”



Performance Indicators State:

As documented through state assessment, at Level 1, the student is able to

• categorize an element as a metal, metalloid, nonmetal, or noble gas based on itsposition in the periodic table.

Category 1 (Essential Components)PE: Introduction to the Periodic Table, 63-66

Category 2 (Free on bid)TE: 63-66


Classroom Activities and Projects: 9


• identify an element’s atomic number and name or symbol, given the number ofprotons or electrons in a neutral atom using a periodic table.

Category 1 (Essential Components)PE: Introduction to Periodic Table, 63-66





• identify protons, neutrons and electrons with regard to their relative mass, relativecharge, and location in an atom.

Category 1 (Essential Components)PE: Rutherford’s Experiment, 56-57; Introduction to the Modern

Concept of Atomic Structure, 59; Isotopes, 60-63







Chapter Review Worksheets: 7, 9






Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Scattering of Alpha Particles by Gold Foil”


At Level 2, the student is able to

• identify the major characteristics of various models of the atom: Democritus,Thomson, Rutherford, Bohr, and the modern quantum mechanical model.

Category 1 (Essential Components)PE: Thomson’s Experiment, 55; Rutherford’s Experiment, 56-57;

The Bohr Model of the Atom, 330-331; The Wave MechanicalModel of the Atom, 331-332







Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 1: “Cathode Ray Tube”

HMClassPrep:Animations: “Scattering of Alpha Particles by Gold Foil”

• determine the number of protons, neutrons, and electrons in an atom or ion, given thesymbol of the atom or ion and a periodic table.

Category 1 (Essential Components)PE: Introduction to Periodic Table, 63-66





• compare s and p orbitals in an energy level in terms of general shape, energy and/ornumbers of electrons possible.

Category 1 (Essential Components)PE: Hydrogen Energy Levels, 334-337; Electron Arrangements in the

First Eighteen Atoms on the Periodic Table, 339-343; ElectronConfiguration and the Periodic Table, 343-347








Overhead Transparencies: 36, 37, 38, 39, 40




Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “2s , 2px, 2py, 2pz, Orbitals”; “Shapes of the d-Orbitals”;“Aufbau Principle”


• determine the Lewis electron-dot structure or number of valence electrons for an atomof any main group element (1, 2, 13-18), given its atomic number or its position in theperiodic table.

Category 1 (Essential Components)PE: Lewis Structures, 371-375



• describe the trends present in the periodic table with respect to atomic size, ionizationenergy, electron affinity or electronegativity.

Category 1 (Essential Components)PE: Electron Configurations and the Periodic Ionization

Energies, 352; Electronegativity, 361-363


Overhead Transparencies: 39, 40, 41, 42, 43, 44

Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Aufbau Principle”; Video: “Fireworks”

Performance Indicators Teacher:

As documented through teacher observation, at Level 1, the student is able to

• identify an isotope when given the number of protons and neutrons.

Category 1 (Essential Components)PE: Isotopes, 60-63




• draw Bohr models for the first 18 elements.

Category 1 (Essential Components)PE: The Bohr Model of the Atom, 330-331; Electron Arrangements

in the First Eighteen Atoms on the Periodic Table, 339-343



Classroom Activities and Projects: 1-2, 3-8


• write the arrangement of electrons by orbital notation, electron configuration notation,and electron-dot notation.

Category 1 (Essential Components)PE: Electron Arrangement in the First Eighteen Atoms on the

Periodic Table, 339-343; Electron Configuration and thePeriodic Table, 343-347; Lewis Structures, 371-375



Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animation: “Aufbau Principle”

• predict the charge of an ion usually formed by the main-group elements (1, 2, 13-18)using the periodic table.

Category 1 (Essential Components)PE: Ions, 71-74


Laboratory Manual:Experiment 14: Electric Solutions, 46




• organize atoms from the main- group elements (1, 2, 13-18) based on atomic radii.

Category 1 (Essential Components)PE: Introduction to the Periodic Table, 63-67




• support the existence of the atom using the laws of definite composition, conservationof matter, and multiple proportion.

Category 1 (Essential Components)PE: Dalton’s Atomic Theory, 52-53; Chemistry in the

Laboratory, 79; Chemical Equations, 195-199

Category 2 (Free on bid)TE: 52, 53, 79

Laboratory Manual:Experiment 11: Aluminum Atoms, 37


• calculate the average atomic mass of an element from the percent distribution andmasses of isotopes.

Category 1 (Essential Components)PE: Counting by Weighing, 153-156; Atomic Masses, Counting

Atoms by Weighing, 156-158




• explain the formation of anions and cations.

Category 1 (Essential Components)PE: Cations and Anions, 72-73


• use the Bohr model to draw an electron moving from its ground state to an excitedstate, and/or represent the emission of energy as it returns from an excited state to alower energy state.

Category 1 (Essential Components)PE: Emission of Energy by Atoms, 326; The Energy Levels of

Hydrogen, 328-330; The Bohr Model of the Atom, 330-331

Category 2 (Free on bid)TE: 326, 328-330, 330-331

Laboratory Manual:Experiment 47: Flame Tests, 153



HMClassPrep:Video: “Fireworks”; Animations: “Hydrogen Line Spectrum”; “OrbitalEnergies”

• recognize names of famous scientists and identify their major contributions: NeilsBohr, James Chadwick, John Dalton, Max Planck, Ernest Rutherford, J.J. Thomson.

Category 1 (Essential Components)PE: Dalton’s Atomic Theory, 52-53; Thomson’s Element, 55;

Rutherford’s Experiments, 56-57; Chemical Impact, 58;Isotopes, 60-61; The Bohr Model of the Atom, 330-331


Laboratory Manual:Experiment 11: Aluminum Atoms, 37

Overhead Transparencies: 10(continued on next page)



Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Scattering of Alpha Particles by Gold Foil”

• describe the differences between the Bohr model of the atom and the quantummechanical (QM) electron-cloud model of the atom.

Category 1 (Essential Components)PE: The Bohr Model of the Atom, 330-331; The Wave Mechanical

Model of the Atom, 331-332



• calculate wavelength, frequency or energy of a photon of electromagnetic radiation,given the formula and constants.

Category 1 (Essential Components) PE: Energy and Light, 324-325; Emission of Energy by Atoms, 326;

The Energy Levels of Hydrogen, 328-330


Laboratory Manual:Experiment 46: Sunprint Paper, 150; Experiment 47: Flame Tests, 153



HMClassPrep:Video: “Fireworks”; Animations: “Electromagnetic Wave”; “Refraction ofWhite Light”; “Hydrogen Line Spectrum”; “Orbital Energies”



• research careers that relate to atomic structure, such as astronomy, nuclear medicaltechnician, research physicist, chemist, etc.

Category 1 (Essential Components)PE: A Real-World Chemist, 4-5; Real-World Chemistry, 5-6;

Chemical Impact, 15

The opportunity to further address this standard is available whenever thework of a scientist is part of the reading or discussion.

Category 2 (Free on bid)TE: 4-6, 15


• compare s, p, d, and f orbitals in an energy level in terms of general shape, energy ornumber of electrons possible.

Category 1 (Essential Components)PE: The Hydrogen Orbitals, 333-337; Electron Arrangements in the

First Eighteen Atoms on the Periodic Table, 339-343; ElectronConfigurations and the Periodic Table, 343-347









Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “2s , 2px, 2py, 2pz, Orbitals”; “Shapes of d-Orbitals”; “AufbauPrinciple”




• determine quantum numbers for elements given the electron configuration.

Category 1 (Essential Components)PE: The Hydrogen Orbitals, 333-337; Electron Arrangements in the

First Eighteen Atoms on the Periodic Table, 339-343; ElectronConfigurations and the Periodic Table, 343-347









Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “2s , 2px, 2py, 2pz, Orbitals”; “Shapes of d-Orbitals”; “AufbauPrinciple”


• explain in a paragraph why some elements do not have the predicted electronconfiguration; for example, copper tends to have an electron configuration of [Ar]4s13d10 instead of [ Ar] 4s23d9.

Category 1 (Essential Components)PE: The opportunity to address this standard is found on the following

pages: Electron Configuration and the Periodic Table, 343-347

Category 2 (Free on bid)TE: The opportunity to address this standard is found on the following

pages: 343-347



• justify the quark combinations that make protons and neutrons, given the charges ofthe up and down quarks.


pages: The Structure of the Atom, 55-57, Introduction to theModern Concept of Atomic Structure, 59


pages: 55-57, 59

• write the nuclear equation involving alpha or beta particles, given the mass number ofthe parent isotope and complete symbols for alpha or beta emissions.

Category 1 (Essential Components)PE: Radioactive Decoy, 608-612


Laboratory Manual:Experiment 84: Investigating Radioactivity, 286


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Video: “Radioactivity of Everyday Objects”



Standard Number: 2.0 Matter and Energy

Standard: The student will investigate the characteristics of matter and the interactionof matter and energy.


The student will

2.1 investigate the characteristics of matter.

Category 1 (Essential Components)PE: The Particulate Nature of Matter, 21-23


2.2 explore the interactions of matter and energy.

Category 1 (Essential Components)PE: Intermolecular Forces, 442-444; Water and Its Phase

Changes, 444-445; Energy Requirements for the Changes ofState, 446-449; Evaporation and Vapor Pressure, 449-451;Boiling Point and Vapor Pressure, 452-453; Chemistry in theLaboratory, 462


Laboratory Manual:Experiment 55: Magic Sand, 177; Experiment 57: Heating and CoolingBehavior of a Pure Substance, 184; Experiment 58: Heat of Fusionof Ice, 188; Experiment 59: Energy and Changes of State, 190;Experiment 60: Vapor Pressure of Water, 194











Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 19: “Boiling Water at Reduced Temperatures”




• identify a pure substance as element or compound, when given its chemical name orformula.

Category 1 (Essential Components)PE: Elements and Compounds, 24-27; Pure Substances, 37;

The Elements, 47-49; Formulas of Compounds, 54


Laboratory Manual:Experiments 12: Electrolysis, 39


• distinguish among elements, compounds, solutions, colloids, and suspensions, givenexamples.

Category 1 (Essential Components)PE: Elements and Compounds, 24-27; Mixtures and Pure

Substances, 34-38




• classify changes in matter as physical or chemical, given examples or scenarios.

Category 1 (Essential Components)PE: Physical and Chemical Properties and Changes, 29-33


Laboratory Manual:Experiment 4: Physical and Chemical Changes, 29-33,Experiment 5: Household Chemistry, 15


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 30: “Electrolysis of Water”

• classify properties of matter as physical or chemical when given examples orscenarios.

Category 1 (Essential Components)PE: Physical and Chemical Properties and Changes, 29-33


Laboratory Manual:Experiment 4: Physical and Chemical Changes, 29-33;Experiment 5: Household Chemistry, 15


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 30: “Electrolysis of Water”



• distinguish between heat content and temperature when given a unit, a definition, oran example.

Category 1 (Essential Components)PE: Temperature and Heat, 291-292; Exothermic and Endothermic

Processes, 292-293; Thermodynamics, 293-294; MeasuringEnergy Changes, 294-300; Thermochemistry, 301-302


Laboratory Manual:Experiment 40: Energy Value of Nuts, 127; Experiment 41: Specific Heatof a Metal (CBL), 130; Experiment 42: Which is Your Metal, 134;Experiment 43; Stoichiometry and Calorimetry, 137







Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 9: “Ammonium Chloride and Barium Hydroxide”;Demonstration 21: “Sugar, Potassium, Chlorate and Sulfuric Acid”;Demonstration 11: “Thermite Reaction”; Demonstration 18: “Dry Ice andMagnesium”

HMClassPrep:Animations: “Kinetic-Molecular Theory/Heat Transfer”





• distinguish among gases, liquids, and solids in terms of particle spacing and relativemovement, given a diagram or scenario.

Category 1 (Essential Components)PE: Physical and Chemical Properties and Changes, 29-33;

Chapter 14 Introduction, 441; Water and Its PhaseChanges, 444-445; Energy Requirements for the Changes ofState, 446-449

Category 2 (Free on bid)TE: 29-33, 441, 444-445, 446-449

Laboratory Manual:Experiment 56: Freezing Point-A Physical Property, 180;Experiment 57: Heating and Cooling Behavior of a Pure Substance, 184;Experiment 58: Heat of Fusion of Ice, 188; Experiment 89: Energy andChanges of State








Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Power Point: Chapter 14; ACE Practice Test: Chapter 14

• predict the effect of changing one gas variable (volume, temperature, or pressure) onanother variable, given a scenario.

Category 1 (Essential Components)PE: Pressure and Volume: Boyle’s Law, 403-407; Volume and

Temperature: Charles’s Law, 407-412; Volume and Moles:Avogadro’s Law, 412-415; The Ideal Gas Law, 415-420; TheImplications of the Kinetic Molecular Theory, 427-428





Laboratory Manual:Experiment 52: Determining Absolute Zero, 165; Experiment 53: The P-nRelationship of Gases (CBL), 168; Experiment 54: Molar Volume and theUniversal Gas Constant, 172








Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 7: “Liquid Nitrogen and Balloons”

HMClassPrep:Animations: “Boyle’s Law, Microscopic Illustration of Boyle’s Law”;“Balloon Submersion in N2”; “Charles’s Law; Microscopic Illustration ofCharles’s Law”; “Ideal Gas Law”


• Demonstrate an understanding of the law of conservation of matter, givenexperimental data.

Category 1 (Essential Components)PE: Chemical Equations, 195-199, Balancing Chemical

Equations, 200-207





Laboratory Manual:Experiment 27: Interpreting Chemical Reactions, 80;Experiment 28: Conservation of Mass, 84


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 10: “Hydrogen, Soap Bubbles, and Balloons”

• categorize a process as endothermic or exothermic, given an example or scenario.

Category 1 (Essential Components)PE: Endothermic and Exothermic Processes, 292-293; Energy as a

Driving Force, 312-315; The Effect of a Changein Temperature, 560-562


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 9: “Ammonium Chloride and Barium Hydroxide”;Demonstration 11: “Thermite Reaction”; Demonstration 18: “Dry Ice andMagnesium”; Demonstration 21: “Sugar, Potassium Chlorate, and SulfuricAcid”

HMClassPrep:Video: “Gaseous Equilibrium of NO2 and N2O4 and Temperature”


• Demonstrate an understanding of the law of conservation of energy by equating heatloss and heat gain in an interaction, given the formulas -q = q and q = mcDt, and thespecific heat.

Category 1 (Essential Components)PE: The Nature of Energy, 289-290; Exothermic and Endothermic

Processes, 292-293; Thermodynamics, 293-294; MeasuringEnergy Changes, 294-301; Thermochemistry, 301-302





Laboratory Manual:Experiment 40: The Energy Value of Nuts, 127; Experiment 41: SpecificHeat of a Metal, 130; Experiment 42: Which is Your Metal?, 134;Experiment 43: Stoichiometry and Calorimetry, 137








Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 9: “Ammonium Chloride and Barium Hydroxide”;Demonstration 11: “Thermite Reaction”; Demonstration 18: “Dry Ice andMagnesium”; Demonstration 21: “Sugar, Potassium Chlorate, and SulfuricAcid”

HMClassPrep:Animations: “Kinetic-molecular Theory/Heat Transfer”




• estimate equivalent Fahrenheit and Celsius temperatures and convert between Celsiusand Kelvin temperature scales.

Category 1 (Essential Components)PE: Temperature Conversions–An Approach to Problem

Solving, 135-141






• measure the mass and volume of solids and liquids using appropriate equipment,methods, and units

Category 1 (Essential Components)PE: Measurement of Length, Volume and Mass, 118-120;

Appendix F, A10

Category 2 (Free on bid)TE: 118-120, A10


• determine the density of solids and liquids.

Category 1 (Essential Components)PE: Density, 142-146


Laboratory Manual:Experiment 21: Measurement and Density, 63

Category 3 (Other free materials in accord with our national policy)HMClassPrep:Video: “Relative Density of Pepsi and Diet Pepsi”

• read a thermometer and determine the temperature accurately.

Category 1 (Essential Components)PE: Temperature Conversions: An Approach to Problem

Solving, 135-141






• distinguish between accuracy and precision.

Category 1 (Essential Components)PE: Uncertainty in Measurement, 122-124; Significant Figures, 124-

129


Laboratory Manual:Experiment 18: Measurement and the SI System, 53; Measuring a Book?Precisely!, 57

• create data tables and graphs from experimental data.


530, 568, 601, 628; Graphing Appendix D, A8

Category 2 (Free on bid)TE: 42, 79, 107, 147, 244, 316, 353, 393, 530, 568, 601, 628, A8

Laboratory Manual:Graphing Guidelines: x; Experiment 10: Distillation, 32;Experiment 20: Conversion Factors, 59; Experiment 21: Measurement andDensity, 63; Experiment 22: The Bean Lab, 66; Experiment 29: Reactionsin Solution I-Precipitation, 87; Experiment 32: Qualitative Analysis-Anions, 95; Experiment 33: The Halide Family, 99;Experiment 43: Stoichiometry and Calorimetry, 137;Experiment 48: Electron Probability, 155; Experiment 53: The P-nRelationship of Gases, 168; Experiment 63: Temperature andSolubility, 205; Experiment 77: MOM and Your CBL, 258;Experiment 82: Galvanic Cells, 276; Experiment 83: Corrosionof Iron, 282

• analyze data by computing a percentage error.

Category 1 (Essential Components)PE: Uncertainty in Measurement, 122-124; Significant Figures, 124-

129; Chemistry in the Laboratory, 147

The opportunity to address this standard is also available in problems andexercises in the text.




Category 2 (Free on bid)TE: 122-124, 124-129, 147

Laboratory Manual:Experiment 9: Separation of Mixtures, 27; Experiment 11: AluminumAtoms, 37; Experiment 18: Measurement and the SI System, 53;Experiment 19: Measuring a Book? Precisely!, 57;Experiment 41: Specific Heat of a Metal, 130

The opportunity to address this standard is also available in otherexperiments involving measurements.

• record measurements and results of calculations using the correct number ofsignificant figures.

Category 1 (Essential Components)PE: Scientific Notation, 113-116; Uncertainty in Measurement, 122-

124; Significant Figures, 124-129; Appendix C, A6; MassCalculations Using Scientific Notation, 262-264; MassCalculations-Comparing Two Reactions, 265-268

Category 2 (Free on bid)TE: 113-116, 122-129, 262-264, 265-268, A6

Laboratory Manual:Experiment 18: Measurement and the SI System, 53;Experiment 19: Measuring a Book? Precisely!, 57; Experiment 35: MassRelationships in Chemical Compounds, 107; Experiment 36: CalciumContent of Milk, 111

• characterize a relationship between two variables as directly or inverselyproportional.


pages: Calculations Involving a Limiting Reactions, 271-276





pages: 271-276

Laboratory Manual:Experiment 37: Stoichiometry, 115; Experiment 38: Calorimetry andLimiting Reactants, 118


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Video: “Gravimetric Analysis”

• use conversion factors, dimensional analysis, and ratio and proportion to convertbetween quantities.

Category 1 (Essential Components)PE: Units, 116-118; Measurements of Length, Volume, and

Mass, 118-120; Problem Solving and Dimensional Analysis, 130-134; Temperature Conversions, 135-142; Mole-MoleRelationships, 254-258; Appendix F, A10

Category 2 (Free on bid)TE: 116-120, 130-142, 254-258, A10

Laboratory Manual:Experiment 20: Conversion Factors, 59


• express large and small numbers using scientific notation and perform calculations inscientific notation.

Category 1 (Essential Components)PE: Scientific Notation, 113-116; Calculation Examples, 162-163, 263,

264, 273-275, 278-279, 402, 432, 468-488, 489-490, 514, 516, 517,519, 526, 527, 563, 565-567; Molar Mass, 165-170; Formulas ofCompounds, 174-176; Mass Calculation, 265-268; Table 13.1, 403




Category 2 (Free on bid)TE: 113-116, 162, 163, 165-170, 174-176, 263-264, 265-268, 278-279,

402, 432, 486-488, 489-490, 514, 516, 517, 519, 526, 527, 563, 565-567

Laboratory Manual:Experiment 18: Measurement and the SI System, 53;Experiment 19: Measuring a Book? Precisely!, 57; Experiment 35: MassRelationships in Chemical Compounds, 107; Experiment 36: CalciumContent of Milk, 111

• practice appropriate safety procedures when working in the laboratory.


280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708;Laboratory Safety Handbook, A3-A4

Category 2 (Free on bid)TE: 113-116, 162, 163, 165-170, 174-176, 263, 234, 265-268, 278-279,

402, 432, 486-488, 489-490, 514, 516-517, 519, 526-527, 563, 565-567

Laboratory Manual:All experiments in the laboratory manual include instructions for safetyprecautions.

• research careers that relate to matter and energy such as, surveyor, carpenter,structural engineer, HVAC technician, pathologist, etc.

Category 1 (Essential Components)PE: This standard can be addressed as matter and energy are discussed

throughout the text.


• identify an unknown metal by determining its specific heat, using a calorimeter.

Category 1 (Essential Components)PE: Measuring Energy Changes, 294-300; Calorimetry, 302;

Chemistry in the Laboratory, 316-317

Category 2 (Free on bid)TE: 294-300, 302, 316, 317

Laboratory Manual:Experiment 40: Energy Value of Nuts, 127



Standard Number: 3.0 Interactions of Matter

Standard: The student will examine the interactions of matter.


The student will

3.1 investigate chemical bonding.

Category 1 (Essential Components)PE: Types of Chemical bonds, 359-361; Electro-negativity, 361-363;

Bond Polarity and Dipole Moments, 364-365; Stable ElectronConfigurations and Charges on Ions, 365-369; Ionic Bondingand Structures of Ionic Compounds, 369-371;Lewis Structures, 371-374; Lewis Structures of Molecules withMultiple Bonds, 375-381; Molecular Structures, 381-382;Molecular Structure, The VSEPR Model, 383-392; MolecularStructure, Molecules with Double Bonds, 390-392;


Laboratory Manual:Experiment 49: Dyes and Dyeing, 157; Experiment 50: Models ofMolecules, 161











Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 16: “Liquid Oxygen and Liquid Nitrogen Between thePoles of a Magnet”

HMClassPrep:Animations: “Electron Pair Repulsion (2 pairs, 3 pairs, 4 pairs)”


3.2 analyze chemical reactions.

Category 1 (Essential Components)PE: Evidence for Chemical Reactions, 193-195;

Chemical Equations, 195-199; Balancing ChemicalEquations, 200-207; Chemistry in the Laboratory, 208


Laboratory Manual:Experiment 25: Recognizing Chemical Reactions, 75;Experiment 26: Examples of Reactions, 77; Experiment 27: InterpretingChemical Reactions, 80; Experiment 28: Conservation of Mass, 84

Test Bank: Chapters 7



Teacher’s Guide for Less Proficient Students: 13




Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 10: “Oxygen, Hydrogen, Soap Bubbles and Balloons”




3.3 apply the mathematics of chemical formulas and equations.

Category 1 (Essential Components)PE: Evidence for Chemical Reactions, 193-195;

Chemical Equations, 195-199; Balancing ChemicalEquations, 200-207; Chemistry in the Laboratory, 208;Calculation of Molecular Formulas, 183-185


Laboratory Manual:Experiment 24: Formula of a Hydrate 72; Experiment 25: RecognizingChemical Reactions, 75; Experiment 26: Examples of Reactions, 77;Experiment 27: Interpreting Chemical Reactions, 80;Experiment 28: Conservation of Mass, 84










• distinguish between a chemical symbol and a chemical formula, given examples.

Category 1 (Essential Components)PE: Symbols for the Elements, 50-51; Formulas of Compounds, 54-55


Laboratory Manual:Experiment 12: Electrolysis, 39




• identify the reactants and products in a chemical reaction, given a balanced chemicalequation.

Category 1 (Essential Components)PE: Chemical Equations, 195-199



• explain the differences among the composition, decomposition, double replacement,and single replacement types of chemical reactions, given a balanced equation.

Category 1 (Essential Components)PE: Ways to Classify Reactions, 235-239; Other Ways to Classify

Reactions, 239-243


Laboratory Manual:Experiment 30: Activity Series for Metals, 90


• determine the number of atoms, formula units, or molecules of a particular substance,given a balanced equation.


Equations, 200-207













Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 10: “Oxygen, Hydrogen, Soap Bubbles, and Balloons”



• distinguish between ionic and covalent compounds, given binary formulas.

Category 1 (Essential Components)PE: Naming Compounds That Contain a Metal and a Non-Metal, 85;

Naming Binary Compounds That Contain Only Non-Metals, 94-97; Naming Binary Compounds, A Review, 97-100; Types ofChemical Bonds, 359-361; Electronegativity, 361-365


Laboratory Manual:Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 49: Dyes and Dyeing, 157


• identify the formula for a compound using a periodic table and a list of common ions,given the name of the compound.

Category 1 (Essential Components)PE: Ions, 71-74; Compounds That Contain Ions, 75-78; Chemistry in

the Laboratory, 79; Appendix E, A8-A9




Category 2 (Free on bid)TE: 71-79, A8-A9

Laboratory Manual:Experiment 14: Electric Solutions, 46


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 2: “Conductivities of Aqueous Solutions”

HMClassPrep:Video: “Conductivity (Parts 1, 2, and 3)”

• identify the name of compounds and common acids (sulfuric acid, nitric acid,hydrochloric acid, acetic acid, and phosphoric acid), using a periodic table and a listof common ions.

Category 1 (Essential Components)PE: Naming Compounds That Contain a Metal and a Non-Metal, 85-

94; Naming Binary Compounds That Contain Only Non-Metals,94-97; Naming Binary Compounds, 97-100; Naming CompoundsThat Contain Polyatomic Ions, 100-104; Naming Acids, 104-105;Chemistry in the Laboratory, 107; Appendix E, A8-A9

Category 2 (Free on bid)TE: 85-105, 107, A8-A9

Laboratory Manual:Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 16: Grocery Store Nomenclature, 50; Experiment 17: EnergyChanges in Physical and Chemical Systems, 51












• select a correctly balanced chemical equation, when given examples.


Equations, 200-207; Information Given by ChemicalEquations, 251-254














• recognize a balanced chemical equation using appropriate symbols, given a wordequation.
















• convert between any two of the following quantities of a substance:

• mass

Category 1 (Essential Components)PE: Atomic Mass, Counting Atoms by Weighing, 156-158;

The Mole, 159-164; Molar Mass, 165-170;Gas Stoichiometry, 430-433


Laboratory Manual:Experiment 22: Bean Lab, 66

• number of moles





• number of particles







• molar volume (at STP)





• determine molar ratios expressed in balanced chemical equations.

Category 1 (Essential Components)PE: Molar Mass, 165-170


• analyze percent composition of the elements in a compound, given the formula.

Category 1 (Essential Components)PE: Percent Composition of Compounds, 171-173


• solve mass to mass stoichiometry problems.

Category 1 (Essential Components)PE: Mass Calculations Using Scientific Notations, 262-264


Laboratory Manual:Experiment 35: Mass Relationships in Chemical Compounds, 107




• identify and solve different types of stoichiometry problems.

Category 1 (Essential Components)PE: Mass Calculations Using Scientific Notation, 262-264; Mass

Calculations, 265-268; Calculations Involving a LimitingReactant, 271-276; Percent Yield, 277-279; Stoichiometry ofSolution Reactions, 485-488; Neutralization Reactions, 488-490


Laboratory Manual:Experiment 35: Mass Relationships in Chemical Compounds, 107;Experiment 36: Calcium Content of Milk, 111;Experiment 37: Stoichiometry, 115; Experiment 38: Temperature andLimiting Reactants, 118; Experiment 39: Synthesis of Manganese (II)Chloride, 123; Experiment 65: Hard Water Analysis, 212





• write a balanced equation and identify the reactants and products.

Category 1 (Essential Components)PE: Mass Calculations Using Scientific Notation, 262-264; Mass

Calculations, 265-268; Calculations Involving a LimitingReactant, 271-276; Percent Yield, 277-279; Stoichiometry ofSolution Reactions, 485-488; Neutralization Reactions, 488-490





Laboratory Manual:Experiment 35: Mass Relationships in Chemical Compounds, 107;Experiment 36: Calcium Content of Milk, 111;Experiment 37: Stoichiometry, 115; Experiment 38: Temperature andLimiting Reactants, 118; Experiment 39: Synthesis of Manganese (II)Chloride, 123; Experiment 65: Hard Water Analysis, 212




• draw models of atoms that are bonded ionically and covalently.

Category 1 (Essential Components)PE: Naming Compounds That Contain a Metal and a Non-Metal, 85;

Naming Binary Compounds That Contain Only Non-Metals, 94-97; Naming Binary Compounds, A Review, 97-100; Types ofChemical Bonds, 359-361; Electronegativity, 361-365


Laboratory Manual:Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 49: Dyes and Dyeing, 157


• write the formulas for compounds, given the names of compounds.

Category 1 (Essential Components)PE: Writing Formulas From Names, 105-106




• write the names of compounds, given examples of chemical formulas using the stocksystem.

Category 1 (Essential Components)PE: Naming Compounds That Contain a Metal and a Non-Metal, 85-

94; Naming Binary Compounds That Contain Only Non-Metals,94-97; Naming Binary Compounds, 97-100; Naming CompoundsThat Contain Polyatomic Ions, 100-104; Naming Acids, 104-105;Chemistry in the Laboratory, 107; Appendix E, A8-A9

Category 2 (Free on bid)TE: 85-105, 107, A8-A9

Laboratory Manual:Experiment 15: Forming and Naming Ionic Compounds, 48;Experiment 16: Grocery Store Nomenclature, 50; Experiment 17: EnergyChanges in Physical and Chemical Systems, 51









• write a balanced chemical equation and classify as to type, given a word descriptionof a chemical reaction.

















• calculate and measure the actual molar mass of a substance and relate it to the numberof particles.

















• predict the products of a single or double replacement chemical reaction, given anactivity series and a solubility chart.

Category 1 (Essential Components)PE: Ways to Classify Reactions, 235-239; Appendix E, A8-A9

Category 2 (Free on bid)TE: 235-239, A8-A9

• research careers that relate to interactions of matter, such as pharmacist technician,industrial chemist, chemical technician, chemical engineer, etc.

Category 1 (Essential Components)PE: This standard can be addressed as interactions of matter are

discussed throughout the text.


• draw shapes of molecules and label bond angles, bond polarity, and moleculepolarity, given a formula.

Category 1 (Essential Components)PE: Types of Chemical Bonds, 359-361; Electronegativity, 361-365;

Stable Electron Configurations and Changes on Ions, 365-369;Ionic Bonding and Structures of Ionic Compounds, 369-371;Lewis Structures, 371-375; Lewis Structures of Molecules withMultiple Bonds, 375-381; Molecular Structure, 382-389;Molecular Structure, Molecules with Double Bonds, 390-392





Laboratory Manual:Experiment 49: Dyes and Dyeing, 157; Experiment 50: Models ofMolecules, 161








Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 16: “Liquid Oxygen and Liquid Nitrogen Between thePoles of a Magnet”

HMClassPrep:Animations: “Electron Pair Repulsion (2 pairs, 3 pairs, 4 pairs)”


• predict amounts of product given mole or mass amounts of reactants in an experimentand compare actual yield to theoretical yield.


The Mole, 159-164; Molar Mass, 165-170













• use percentage composition to determine the empirical or molecular formula of anunknown substance.

Category 1 (Essential Components)PE: Percent Composition of Compounds, 171-173; Calculation of

Empirical Formulas, 177-183


Laboratory Manual:Experiment 23: Decomposing Copper Oxide, 69



Standard Number: 4.0 Solutions and Acids/Bases

Standard: The student will investigate the characteristics of solutions with particularattention to acids and bases.


The student will

4.1 investigate the characteristics of solutions.

Category 1 (Essential Components)PE: Solution Composition, An Introduction, 472-473; Solution

Composition, Mass percent, 474-476; Solution Composition,Molarity, 476-481; Dilution, 481-485; Stoichiometry of SolutionReactions, 485-488; Neutralization Reactions, 488-491; SolutionComposition, Normality, 491-495; The Properties of Solutions,Boiling Point and Freezing Point, 495-496; Chemistry in theLaboratory, 212


Laboratory Manual:Experiment 63: Temperature and Solubility, 205;Experiment 64: Chloride in Water, 209; Experiment 65: Hard WaterAnalysis, 212







Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 20: “Supersaturated Solution”




4.2 investigate the characteristics of acids and bases.

Category 1 (Essential Components)PE: Reactions That Form Water, Acids and Bases, 226-230; Acids

and Bases, 503-506; Acid Strength, 506-510; Water as an Acidand a Base, 226-230, 510-513; The pH Scale, 513-520; MeasuringpH, 521-522


Laboratory Manual:Experiment 66: Acids and Bases, 216; Experiment 67: Acid Rain, 220;Experiment 68: Indicators, 223









HMClassPrep:Animations: “Brønsted-Lowry Reaction”; “Self-ionization of Water”;“Weak Acid Dissolved in Water”; “Acid Ionization”; “Proton Transfer”;Video: “Cabbage Juice Indicator”






• classify substances as acids or bases, given the formula.

Category 1 (Essential Components)PE: Reactions That Form Water, Acids and Bases, 226-230; Acids

and Bases, 503-506


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Proton Transfer”; “Brønsted-Lowry Reaction”


• identify the solute and solvent in a solid, liquid or gaseous solution, given itscomposition.

Category 1 (Essential Components)PE: Chapter 15, Introduction, 467; Solubility, 467-472; Solution

Composition, An Introduction, 472


Laboratory Manual:Experiment 61: Solution Properties, 197; Experiment 62: Polar and Non-Polar Solvents, 201


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Dissolution of a Solid in a Liquid”; Video: “AmmoniaFountain”

• classify a solution as saturated, unsaturated, or supersaturated, given the compositionof the solution and a solubility graph.

Category 1 (Essential Components)PE: Solution Composition, An Introduction, 472

Category 2 (Free on bid)TE: 472



• calculate the concentration of a solution in terms of molarity or mass percent, givenmass of solute, and mass or volume of solution.

Category 1 (Essential Components)PE: Solution Composition, Mass Percent, 474-476; Solution

Composition, Molarity, 476-481


Laboratory Manual:Experiment 64: Chloride in Water, 209

• classify a substance as an acid or a base, given its properties (e.g., color of litmus,color of phenolphthalein, taste, pH and slippery or non-slippery).

Category 1 (Essential Components)PE: Reactions That Form Water, Acids, and Bases, 226-230; The pH

Scale, 513-520; Measuring pH, 521-522


Laboratory Manual:Experiment 66: Acids and Bases, 216; Experiment 67: Acid Rain, 220;Experiment 68: Indicators, 223


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Proton Transfer”; Video: “Cabbage Juice Indicator”


• predict the products of a neutralization reaction involving inorganic acids and bases,given the reactants.

Category 1 (Essential Components)PE: Neutralization Reactions, 488-491; Acid-Base Titrations, 524-527





Laboratory Manual:Experiment 69: Analysis of Vinegar, 227; Experiment 70: QuantitativeTitration, 231; Experiment 71: Conductivity Titration, 234


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Neutralization of a Strong Acid By a Strong Base”



• Demonstrate the factors (temperature, stirring, particle size and concentration) thataffect the rate at which a solute dissolves.

Category 1 (Essential Components)PE: Factors Affecting the Rate of Dissolution, 473

Category 2 (Free on bid)TE: 473

Laboratory Manual:Experiment 63: Temperature and Solubility, 205

• determine the acidity/ basicity of substances by observing their effect on variousindicators.

Category 1 (Essential Components)PE: Measuring pH, 521-522


Laboratory Manual:Experiment 68: Indicators, 223




• describe how to prepare a dilute solution from a concentrated solution of knownmolarity.

Category 1 (Essential Components)PE: Acid Strength, 506-510; Calculating the pH of Strong Acid

Solutions, 522-524


Laboratory Manual:Experiment 66: Acids and Bases, 216



HMClassPrep:Animations: “Dissolved in Water Acid Ionization”

• perform a neutralization reaction.

Category 1 (Essential Components)PE: Neutralization Reactions, 488-491; Acid-Base Titrations, 524-527


Laboratory Manual:Experiment 69: Analysis of Vinegar, 227; Experiment 70: QuantitativeTitration, 231; Experiment 71: Conductivity Titration, 234


Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Neutralization of a Strong Acid By a Strong Base”



• research careers that relate to solutions, such as cosmetologist, environmentalscientist, water quality control technician, artist, etc.

Category 1 (Essential Components)PE: This standard can be addressed as solutions are discussed

throughout the text.


• investigate colligative properties, i.e. the effect on freezing point and boiling pointwhen a solute is added to a solvent.

Category 1 (Essential Components)PE: The Properties of Solutions: Boiling Point and

Freezing Point, 495-496


• Demonstrate knowledge of neutralization reactions by performing a titration.

Category 1 (Essential Components)PE: Acid-Base Titrations, 524-529


Laboratory Manual:Experiment 69: Analysis of Vinegar, 227; Experiment 70: QuantitativeTitration, 231; Experiment 71: Conductivity Titration, 234;Experiment 72: Acids, Bases and Buffers, 239


Category 3 (Other free materials in accord with our national policy)Chemistry in Motion Video Tape:Demonstration 26: “Buffering”

HMClassPrep:Animation: “Neutralization of a Strong Acid by a Strong Base”



• calculate the molality of solutions.

Category 1 (Essential Components)PE: Solution Composition, Molarity, 476-481


Laboratory Manual:Experiment 64: Chloride in Water, 209

• classify a solution as neutral, acidic, or basic, and calculate the pH, given thehydrogen ion concentration or hydroxide ion concentration.

Category 1 (Essential Components)PE: Acids and Bases, 503-506; Water as Acid and a Base, 510-513;

The pH Scale, 521-522; Calculating the pH of Strong AcidSolutions, 522-524; Acid-Base Titrations, 524-529

Category 2 (Free on bid) TE: 503-506, 510-529

Laboratory Manual:Experiment 67: Acid Rain, 220; Experiment 69: Analysis of Vinegar, 227;Experiment 70: Quantitative Titration, 231; Experiment 71: ConductivityTitration, 234; Experiment 72: Acids, Bases and Buffers, 239








Category 3 (Other free materials in accord with our national policy)HMClassPrep:Animations: “Brønsted-Lowry Reaction”; “Self-ionization of Water”;“Neutralization of a Strong Acid by a Strong Base”; Video: “Cabbage JuiceIndicator”


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II. World of Chemistry and the National Science Education Standards

World of Chemistry promotes the understanding of how scientists work. Students learnthe qualities of scientific thinking and the scientific methods of inquiry in Chapter 1.As they progress through this material they will appreciate that conducting aninvestigation requires creativity, logic, the formulation of a variety of questions based onscientific knowledge, skepticism and the ability to predict outcomes based on measurableevidence. Different kinds of questions suggest different kinds of investigations. Usingobservation of known facts and asking questions about the information that is needed canlead to conclusions and solutions to problems. Students learn of a true story whereobservation and questioning resulted in the solution to a problem with a major healthconcern (pp. 9-11).

World of Chemistry helps students learn that scientists use a variety of tools, technologyand methods to extend perception. For example, in Chapter 5 students learn about theimportance of different measuring scales and the instruments used for measuring.Measurement lies at the heart of doing science. Chemical Impact (p. 123) makes thispoint and discusses highly technical devices used for measuring. Another ChemicalImpact article (p. 117) illustrates why it is important for scientists to collaborate andcommunicate with each other. This article describes a situation resulting in the loss of aMars Climate Orbiter because the two teams working on the project were using differentunits of measurement.

Mathematics is essential in scientific inquiry. Students are taught measurement andcalculation skills in Chapter 5. These skills are applied in the next chapter onmeasurement and in problems and questions throughout the text. Hundreds of worked-outexamples help students apply the mathematics needed to solve problems. Appendicesfocusing on math skills are included for reference.

Posing Scientifically Oriented QuestionsWorld of Chemistry presents opportunities to experience and pose scientifically orientedquestions. Every laboratory experiment begins with a question that is followed by adetailed scientific procedure that leads to conclusions based on scientific knowledge.Responses to the Analysis and Conclusions questions are directly linked to the scientificknowledge acquired in the investigation. Something Extra (p. 317) raises questions thatmay require alternative investigations. Report sheets are available for each lab and can beused to communicate results.

Developing the Habits of Mind Associated with ScienceWorld of Chemistry promotes questioning assumptions. Students learn to appreciate thefact that scientific knowledge is open and subject to modification. Chapter 11 presents theBohr model of the atom. This theory paved the way for scientists to question its validityand formulate different theories such as the wave mechanical model of the atom, which isalso presented in the chapter.

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World of Chemistry promotes curiosity. The authors have carefully crafted the text to beaimed directly at the student. A conversational style, accurate content, and frequentreferences to how chemistry affects the real world help engage the student in activescience inquiry.

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III. World of Chemistry and the Project 2061 Criteria for Instruction

World of Chemistry presents accurate and reliable content that is free of bias andorganized to help students learn chemistry. Technology and ancillary components aredesigned to support sound instructional practices.

World of Chemistry is organized to make chemistry interesting, understandable, andengaging to students. Concepts are presented in a sequence that encourages application.For example, measurement topics are presented in Chapter 5, just before they will beused in Chapter 6, Chemical Composition. The introduction of technical terms is closelylinked to experience (pp. 467-470). Program objectives are clear and concise and aredirectly tied to assessment. Every section lists objectives to help students understandwhat to expect. Chapter review exercises are organized by text section and assess theprogram objectives.

Students experience a variety of scientific phenomena first-hand within the laboratorycomponent. In-text and lab manual experiments help students to develop evidenced-basedarguments for scientific principles. All labs include a Prelab activity that establishesprerequisite knowledge for conducting the lab. Chemistry in Action activities provide anopportunity to demonstrate and model concepts. Visualizations from the Videos andAnimations CD-ROM, referenced in the Teacher’s Edition at point-of-use, give studentsa vicarious sense of phenomena. These are helpful for labs that may not be practical toconduct because of safety or equipment concerns. What If? questions, appearing in themargins, offer opportunities for the student to synthesize ideas in open-ended activities.

Teacher’s edition pages provide notes that alert teachers to commonly held ideas thatstudents may have regarding chemistry topics. Suggestions to modify teaching strategiesare included (TE p. 49). Active Learning suggestions in the Teacher’s Edition encouragestudent input and discussion and give the teacher an opportunity to identify students’ideas and interpretations about scientific phenomena.

The problem-solving strand has been carefully crafted to teach students to approachchemistry problems in a logical and thoughtful way. Rote memorization is discouraged asa means to solve problems (TE pp. 135-136). Hundreds of worked-out problems in thetext teach students the logical steps necessary to achieve a solution. Self-CheckExercises provide an opportunity for students to assess understanding and applicationskills. Problem-solving skills are assessed in each Chapter Review. The successfulcompletion of Algebra 1 is a prerequisite for the problems presented in World ofChemistry.

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World of Chemistry provides strong support for excellent teaching. Teaching Tips,Demonstrations, and Background Information in the teacher’s edition help teachers toimprove their understanding of chemistry (TE, pp. 368, 472, 470) and create a classroomenvironment that encourages high expectations for all students to learn. Mini-Demosguide teachers through demonstrations and encourage students to express their ideas andcuriosity. The Teacher’s Guide for Laboratory Experiments for World of Chemistryprovides the teacher with extensive background including guidelines for laboratorysafety, the storage and disposal of chemicals, laboratory reagents, the preparation ofsolutions, and a complete introduction to each lab.

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IV. World of Chemistry Assessment Components

World of Chemistry presents a variety of assessment options that correlate precisely tothe program objectives. Objectives are clearly stated for the teacher in the ChapterPlanning Guide and at the beginning of each chapter in the Overview. For the student,each section’s objectives are listed. Each laboratory objective is stated at the beginning inthe Problem to give students a sense of what they are looking for.

World of Chemistry includes many opportunities for students to demonstrate conceptualunderstanding, the ability to reason, and application of their learning. Teachers can usethe following opportunities to diagnose students’ progress in the study of chemistry:

• Focus Questions follow every two or three text sections and include questionsrequiring recall as well as higher order thinking.

• Self-check Exercises follow section examples. They provide the students with anopportunity to check their own progress and practice the skills they have justlearned. Solutions are found at the back of the book.

• Chapter Review includes the opportunity to access key ideas, knowledge ofvocabulary, conceptual understanding and application, and higher order thinkingskills. All questions are keyed to section objectives. Recall, fill-in, problematic(requiring mathematics) and questions that require higher order thinking skills areincluded.

• Chemistry in the Laboratory labs, both in-text and in the laboratory manual,include Analysis and Conclusions. This activity within labs assesses students’observation, ability to apply appropriate procedures, and the understanding andapplication of chemistry concepts. The Prelab assignment allows the teacher todiagnose the students’ readiness to conduct each lab.

• Laboratory Report Sheets are provided for all experiments in the program andprovide an organized form for students to record responses to lab procedures andquestions.

• What If? boxes in the margins feature open-ended, critical thinking questions forstudents to consider. They offer an informal spot check of chapter understanding.

• Chapter Review Worksheets booklet contains tests for each unit and chapter.Students are tested on their interpretation of the text.

• Teacher Resources: Chapter Tests assess students’ conceptual understandingand the ability to apply appropriate procedures. Each test includes matching,multiple choice and free response questions.

• The Test Bank augments the printed tests and allows the teacher to create alimitless number of quizzes and tests.

• Standardized Test Practice to accompany World of Chemistry presentsopportunities for students to practice strategies with the types of questions thatthey will encounter in Tennessee assessment exams. Included are multiple-choice,data analysis, and the comprehension and synthesis of new material.

• Team Learning Worksheets booklet provides performance assessment tasks andrubrics for each chapter.

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Test results from the various assessment components available in World of Chemistrycan be used to document students’ progress in the program for reporting to parents.Parents can monitor progress and help students with chemistry studies by using the self-testing quizzes and Flash Cards that are available for each chapter on the Web site.

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