SC2 Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds.

SC2.a Plan and carry out an investigation to gather evidence to compare the physical and chemical properties at the macroscopic scale to infer the strength of intermolecular and intramolecular forces.

• I can define intermolecular and intramolecular forces. (Knowledge)

• I can describe how molecules are attracted to each other differently based on full charges, partial charges, or no charges.(Knowledge)

• I can distinguish between intermolecular (IMFs) and intramolecular forces (bonds) and compare their strengths. (Reasoning)

• I can relate the properties of ionic compounds (such as brittleness, high melting point, solid at room temperature) to the strong intramolecular forces. (Reasoning)

• I can relate the strength of intermolecular forces in covalent compounds to polarity of the bonds within the compounds.(Reasoning)

• I can relate the properties of covalent compounds (such as melting point, state of matter at room temperature, viscosity) to the strength of the intermolecular forces between neighboring molecules. (Reasoning)

• I can plan and carry out an investigation to gather evidence to compare the physical and chemical properties at the macroscopic scale to infer the strength of intermolecular and intramolecular forces. (Skill)

SC2.b Construct an argument by applying principles of inter- and intra-molecular forces to identify substances based on chemical and physical properties.

• I can distinguish between intramolecular forces and intermolecular forces. (Knowledge)

• I can arrange the major intermolecular forces between molecules in terms of their strength. [electrostatic forces, hydrogen bonding, dipole-dipole, and London dispersion forces] (Knowledge)

• I can use physical or chemical properties to identify the intramolecular forces present in a substance. (Knowledge)

• I can explain the relation between the intermolecular forces present within a substance and the temperatures associated with changes in its physical state. (Reasoning)

• I can construct an argument about the physical or chemical properties of a substances based on their inter- and/or intra- molecular forces present. (Product)

SC2.c Construct an explanation about the importance of molecular-level structure in the functioning of designed materials.

• I can describe metallic bonding and the “sea” of electrons. (Knowledge)

• I can relate the properties of metals to the type of bonding that occurs in metals. (Knowledge)

• I can distinguish the type of bonding that occurs in diamond and graphite and relate the type of bonding to the properties observed. (Reasoning)

• I can explain the importance of molecular-level structure in the functioning of designed materials. (Reasoning)

• I can describe how pharmaceuticals are designed to interact with specific receptors. (Reasoning)

• I can describe how flexible, but durable materials are made of long chained molecules. (Reasoning)

• I can construct an explanation about the importance of molecular-level structure in the functioning of designed materials.(Reasoning)

SC2.d Develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding.

• I can identify types of bonds based on electronegativity differences. (Knowledge)

• I can define 2 types of bonds. (Knowledge)

• I can calculate the electronegative difference between two elements based on their electronegativities. (Knowledge)

• I can identify bond type as nonpolar covalent, covalent, or ionic based on the electronegative difference between two elements.(Knowledge)

• I can identify bonding patterns among similar elements based on their location on the periodic table. (Knowledge)

• I can distinguish between ionic, nonpolar covalent, and polar covalent bonding based on electronegativity difference, what

• happens to the electrons, types of elements involved, Lewis dot structures, charges on the atoms involved (or partial charges or no charges), definitions, properties, and names. (Reasoning)

• I can evaluate models of covalent and ionic bonding. (Reasoning)

• I can predict bond type as nonpolar covalent, covalent, or ionic based on whether elements that are bonding are metals, nonmetals, or metalloids. (Reasoning)

• I can differentiate between covalent and ionic substances. (Reasoning)

• I can explain the behavior of covalent and ionic substances based on their bonding. (Reasoning)

• I can draw electron dot structures for elements, binary ionic, and covalent compounds. (Product)

• I can develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding. (Product)

• I can create a tool that can be used by my peers to compare, contrast and distinguish between different types of bonds from nonpolar covalent to ionic bonds. (Product)

SC2.e Ask questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds.

• I can label metals, nonmetals, and metalloids in compounds. (Knowledge)

• I can recognize and classify covalent, ionic, and acidic compounds. (Knowledge)

• I can identify naming patterns among compounds (patterns among binary ionic, covalent, etc.). (Knowledge)

• I can write chemical formulas for acids given the names of the compounds and a table of common polyatomic ions. (Knowledge)

• I can ask meaningful questions to use to distinguish between binary and ternary acids/oxoacids (i.e., HCl and HClO4)(Reasoning)

• I can name acids given their chemical formulas and a table of common polyatomic ions. (Reasoning)

• I can ask questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds. (Reasoning)

SC2.f Develop and use bonding models to predict chemical formulas including ionic (binary and ternary), acidic, and inorganic covalent compounds.

• I can identify ionic, covalent and acidic compounds based on their name. (Knowledge)

• I can identify patterns in names for ionic, covalent or acidic compounds. (Knowledge)

• I can identify chemical formulas including ionic (binary and ternary), acidic, and inorganic covalent compounds. (Knowledge)

• I can write formulas for binary and ternary ionic, covalent and acidic compounds. (Knowledge)

• I can use models to predict chemical formulas including ionic, covalent and acidic inorganic compounds. (Reasoning)

• I can develop and use models to predict formulas for ionic (binary and ternary), acidic, and inorganic covalent compounds.(Product)