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Unit 1: Matter
Learning Goals:
1.
2.
3.
4.
5.
Recognize the origin and distribution of elements in the universe.
Summarize the major experimental evidence that led to the development of various
atomic models, both historic and current.
Discriminate between the relative size, charge, position and number of protons,
neutrons, and electrons in the atoms of different elements.
Correlate atomic structure and the physical and chemical properties of an element
to the position of the element on the periodic table.
Compare the different number of protons, neutrons, and electrons of an atom in
terms of ions, isotopes, and compounds.
Notes
Students will be required to take notes on each topic. These notes will be taken in their chemistry notebook that will be turned
in and graded at the conclusion of the unit.
Labs
Students must have a lab write-up in their notebook for every lab completed in this unit. The lab write-ups will be kept in
their chemistry notebook which will be turned in and graded at the conclusion of the unit. A lab write-up includes: title,
problem, hypothesis, data table and/or graph, conclusion, analysis questions. If a student is absent, it is their responsibility to
get a topic from Mrs. Williams and write a one page paper that will make up for the missing lab.
Learning Goal #1: Recognize the origin and distribution of elements in the universe.
 Big bang Notes
 Distribution of the Elements Graphing
Lab
 Big Bang Activity
 States of Matter Lab
 Distribution of Elements Notes
Learning Goal #2: Summarize the major experimental evidence that led to the development of
various atomic models, both historic and current.
 Development of the Atomic Models Notes
 Model of an Atom Lab
 Atomic Theory Timeline
Learning Goal #3: Discriminate between the relative size, charge, position and number of protons,
neutrons, and electrons in the atoms of different elements.

Atomic Structure Notes

Moles, Molecules, Grams Lab
Learning Goal #4: Correlate atomic structure and the physical and chemical properties of an
element to the position of the element on the periodic table.
 Trends of the Periodic Table Notes

Chemical /Physical Properties Lab

Periodic Table Lab
Learning Goal #5: Compare the different number of protons, neutrons, and electrons of an atom in
terms of ions, isotopes, and compounds.
 Ion Notes
 Isotope of Pennies Lab
 Ion Lab
 Compounds Notes
 Isotope Notes
 Element, Ion, Compound Lab
Essential Questions
All essentials questions must be answered in your notebook which will be turned in and graded at
the conclusion of the unit.
Learning Goal #1: Recognize the origin and distribution of elements in the
universe.
1.
2.
3.
4.
What evidence has been gathered for the common origin of matter?
Are elements the same throughout the universe?
Which elements are located throughout the universe?
Where are the heavier elements located throughout the universe?
Learning Goal #2: Summarize the major experimental evidence that led to the
development of various atomic models, both historic and current.
5. What experiments have been done that help us understand the structure of an atom?
6. Describe the structure of an atom and how this changes from element to element.
7. What are the benefits and limitations of using models in science?
Learning Goal #3: Discriminate between the relative size, charge, position and
number of protons, neutrons, and electrons in the atoms of different elements.
8. What is the mole and how is the concept used in measuring quantities of an element?
9. How is the periodic table used to determine protons, neutrons, and electrons
(especially valence electrons)?
10. What is a group or family and why are these patterns significant?
Learning Goal #4: Correlate atomic structure and the physical and chemical
properties of an element to the position of the element on the periodic table.
11. Where are the most reactive and least reactive elements on the periodic table?
12. Where on the periodic table are the elements with the most metallic characteristics?
13. What qualities of an element determine the position on the periodic table?
Learning Goal #5: Compare the different number of protons, neutrons, and
electrons of an atom in terms of ions, isotopes, and compounds.
14. What is an isotope?
15. How are valence electrons related to the ionic charge (oxidation number) of an
element?
16. How do the number of protons and electrons compare in a compound and in an ion?
I can Statements
(You should be able to do these things at the end of the unit.)
STANDARD 1: Students will understand that all matter in the universe has a common origin and is
made of atoms, which have structure and can be systematically arranged on the periodic table.
Objective 1

I can identify evidence that supports the assumption that matter in the universe has a common
origin

I can recognize and understand that all matter on earth and in the universe is composed of the
same elements

I can identify the distribution and abundance of elements in the universe

I can compare the occurrence of heavier elements on earth and in the universe
Objective 2

I can identify the Dalton, Thomson, Rutherford, Bohr, and Quantum Mechanical models of the atom
and the cite experimental evidence for each

I can identify the limitations of each model

I can identify and distinguish between subatomic particles based on relative charge, size, and
location within the atom

I can relate the identity of an element to the number of protons within an atom.

I can relate the mass and number of atoms in a mole to the molar mass and Avogadro's number
Objective 3

I can use the periodic table to find the number of protons, neutrons, and electrons in an atom

I can identify isotopes as atoms with the same number of protons but different numbers of neutrons

I can show similarities in chemical behaviors of elements within a group

I can identify the trends in atomic radius, ionization energy, electron affinity, and electronegativity in
the periodic table

I can identify the properties of an element based on the position of the element on the periodic
table (e.g. metal, nonmetal, and metalloid)

I can differentiate between metals, nonmetals, and metalloids based on their properties