SC1 Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.

SC1.a Evaluate the merits and limitations of different models of the atom in relation to the relative size, charge, and position of protons, neutrons, and electrons in the atom.

• I can identify the different models of the atom. (Knowledge)

• I can describe the contributions of Thomson, Rutherford, and Bohr to the understanding of the atom. (Knowledge)

• I can distinguish the relative size, charge, and position of protons, neutrons, and electrons in the atom. (Knowledge)

• I can explain the merits and limitations of the Thomson, Rutherford, Bohr, and current model of the atom. (Reasoning)

• I can evaluate the merits and limitations of different models of the atom in relation to the relative size, charge, and position of protons, neutrons, and electrons in the atom. (Reasoning)

SC1.b Construct an argument to support the claim that the proton (and not the neutron or electron) defines the element's identity.

• I can explain what an element is. (Knowledge)

• I can define atomic number and mass number and explain what it communicates about an element or isotope. (Knowledge)

• I can explain what an ion is. (Knowledge)

• I can determine the number of protons, neutrons, and electrons in a given atom, ion, or isotope. (Reasoning)

• I can explain how elements heavier than hydrogen are created. (Reasoning)

• I can use the periodic table to discover the atomic number of an element. (Skill)

• I can construct an argument to support the claim that the proton defines the element’s identity. (Product)

SC1.c Construct an explanation based on scientific evidence of the production of elements heavier than hydrogen by nuclear fusion.

• I can define nuclear fusion (Knowledge)

• I can use physical models to explain the fusion of hydrogen to form new elements. (Reasoning)

• I can use scientific evidence to construct an explanation of how elements heavier than hydrogen are produced by nuclear fusion. (Product)

SC1.d Construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element.

• I can define atomic number and mass number and explain what it communicates about an element or isotope. (Knowledge)

• I can explain what an isotope is. (Knowledge)

• I can explain average atomic mass. (Knowledge)

• I can compare and contrast atomic number, mass number, and average atomic mass according to their placement on the periodic table (or lack thereof), definitions, and use. (Reasoning)

• I can relate the average atomic mass of an element to the relative abundance of isotopes of that element. (Reasoning)

• I can construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element. (Reasoning)

SC1.e Construct an explanation of light emission and the movement of electrons to identify elements.

• I can identify light as a source of energy. (Knowledge)

• I can identify an element based on its light emission spectrum. (Knowledge)

• I can recognize that electrons can absorb and release energy. (Knowledge)

• I can perform a flame test to identify an element. (Knowledge)

• I can relate the movement of electrons from the ground state to the excited state as they absorb energy and the release of energy in the form of light as they fall back from the excited state to the ground state. (Reasoning)

• I can organize elements based on the light emission spectrum. (Reasoning)

• I can construct an explanation of how light is produced by the movement of electrons in atoms. (Reasoning)

SC1.f Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and electronegativity).

• I can relate the arrangement of the periodic table to electron configuration. (Knowledge)

• I can use the periodic table to determine the number of valence electrons in an atom. (Knowledge)

• I can define atomic radius, ionization energy, and electronegativity. (Knowledge)

• I can describe the trends (across a period and down a group/family) in atomic radius, ionization energy, and electronegativity (Knowledge)

• I can use the valence electrons to predict chemical properties. (Reasoning)

• I can relate the position of an element on the periodic table to its relative atomic radius, ionization energy, and electronegativity. (Reasoning)

• I can predict and explain why the trends in atomic radius, ionization energy, and electronegativity occur using the concepts of nuclear charge and the number of energy levels/shells. (Reasoning)

SC1.g Develop and use models, including electron configuration of atoms and ions, to predict an element's chemical properties.

• I can give the electron configuration of any main group atom. (Knowledge)

• I can determine how many valence electrons an element has based on its position on the periodic table. (Knowledge)

• I can give the electron configuration of any main group ion. (Knowledge)

• I can determine how many valence electrons an element has based on its electron configuration. (Knowledge)

• I can use an element’s electron configuration to predict the element’s chemical properties. (Reasoning)

• I can develop and use models, including electron configuration of atoms and ions, to predict an element’s chemical properties.(Product)