OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 259

C.PM.2: Periodic Table

Chemistry • Properties
• Trends
INTRODUCTION AND SYLLABUS C.PM.3: Chemical bonding
COURSE DESCRIPTION • Ionic
• Polar/covalent
Chemistry is a high school level course, which satisfies the Ohio Core C.PM.4: Representing compounds
science graduation requirements of Ohio Revised Code Section 3313.603. • Formula writing
This section of Ohio law requires three units of science. Each course should • Nomenclature
include inquiry-based laboratory experience that engages students in asking • Models and shapes (Lewis structures, ball and stick, molecular
valid scientific questions and gathering and analyzing information. geometries)
This course introduces students to key concepts and theories that provide a C.PM.5: Quantifying matter
foundation for further study in other sciences as well as advanced science C.PM.6: Intermolecular forces of attraction
disciplines. Chemistry comprises a systematic study of the predictive • Types and strengths
physical interactions of matter and subsequent events that occur in the • Implications for properties of substances
natural world. The study of matter through the exploration of classification, its ƒ Melting and boiling point
structure and its interactions is how this course is organized. ƒ Solubility
ƒ Vapor pressure
Investigations are used to understand and explain the behavior of matter in a
variety of inquiry and design scenarios that incorporate scientific reasoning, C.IM: INTERACTIONS OF MATTER
analysis, communication skills and real-world applications. An understanding C.IM.1: Chemical reactions
of leading theories and how they have informed current knowledge prepares • Types of reactions
students with higher order cognitive capabilities of evaluation, prediction and • Kinetics
application. • Energy
• Equilibrium
COURSE CONTENT • Acids/bases
The following information may be taught in any order; there is no ODE- C.IM.2: Gas laws
recommended sequence. • Pressure, volume and temperature
• Ideal gas law
C.PM: STRUCTURE AND PROPERTIES OF MATTER C.IM.3: Stoichiometry
C.PM.1: Atomic structure • Molecular calculations
• Evolution of atomic models/theory • Solutions
• Electrons • Limiting reagents
• Electron configurations

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 260

NATURE OF SCIENCE HIGH SCHOOL

Nature of Science
One goal of science education is to help students become scientifically literate citizens able to use science as a way of knowing about the natural and material
world. All students should have sufficient understanding of scientific knowledge and scientific processes to enable them to distinguish what is science from what
is not science and to make informed decisions about career choices, health maintenance, quality of life, community and other decisions that impact both
themselves and others.
Categories High School
Scientific Inquiry, Practice and x Identify questions and concepts that guide scientific investigations.
Applications x Design and conduct scientific investigations using a variety of methods and tools to collect empirical
All students must use these evidence, observing appropriate safety techniques.
scientific processes with x Use technology and mathematics to improve investigations and communications.
appropriate laboratory safety techniques to x Formulate and revise explanations and models using logic and scientific evidence (critical thinking).
construct their knowledge and x Recognize and analyze explanations and models.
understanding in all science content areas. x Communicate and support scientific arguments.
Science is a Way of Knowing x Various science disciplines use diverse methods to obtain evidence and do not always use the same set of
Science assumes the universe is a vast procedures to obtain and analyze data (i.e., there is no one scientific method).
single system in which basic laws are o Make observations and look for patterns.
consistent. Natural laws operate today as o Determine relevant independent variables affecting observed patterns.
they did in the past and they will continue to o Manipulate an independent variable to affect a dependent variable.
do so in the future. Science is both a body o Conduct an experiment with controlled variables based on a question or hypothesis.
of knowledge that represents a current o Analyze data graphically and mathematically.
understanding of natural systems and the x Science disciplines share common rules of evidence used to evaluate explanations about natural
processes used to refine, elaborate, revise phenomenon by using empirical standards, logical arguments and peer reviews.
and extend this knowledge. o Empirical standards include objectivity, reproducibility, and honest and ethical reporting of findings.
o Logical arguments should be evaluated with open-mindedness, objectivity and skepticism.
x Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
x The various scientific disciplines have practices, methods, and modes of thinking that are used in the process
of developing new science knowledge and critiquing existing knowledge.
Science is a Human Endeavor x Science depends on curiosity, imagination, creativity and persistence.
Science has been, and continues to be, x Individuals from different social, cultural, and ethnic backgrounds work as scientists and engineers.
advanced by individuals of various races, x Science and engineering are influenced by technological advances and society; technological advances and
genders, ethnicities, languages, abilities, society are influenced by science and engineering.
family backgrounds and incomes. x Science and technology might raise ethical, social and cultural issues for which science, by itself, does not
provide answers and solutions.
Scientific Knowledge is Open to x Science can advance through critical thinking about existing evidence.
Revision in Light of New Evidence x Science includes the process of comparing patterns of evidence with current theory.
Science is not static. Science is constantly x Some science knowledge pertains to probabilities or tendencies.
changing as we acquire more knowledge. x Science should carefully consider and evaluate anomalies (persistent outliers) in data and evidence.
x Improvements in technology allow us to gather new scientific evidence.
*Adapted from Appendix H – Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 261

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.1: Atomic structure
x Evolution of atomic models/theory
x Electrons
x Electron configurations
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.1: Atomic structure
Physical Science included properties and locations of protons, neutrons and electrons, atomic number, mass number, cations and anions, isotopes and the strong
nuclear force which holds the nucleus together. In this course, the historical development of the atomic model and the positions of electrons are explored in greater
detail.
Atomic models are constructed to explain experimental evidence and make predictions. The changes in the atomic model over time exemplify how scientific
knowledge changes as new evidence emerges and how technological advancements like electricity extend the boundaries of scientific knowledge. Thompson’s
study of electrical discharges in cathode-ray tubes led to the discovery of the electron and the development of the plum pudding model of the atom. Rutherford’s
H[SHULPHQWLQZKLFKKHERPEDUGHGJROGIRLOZLWKĮ-particles, led to the discovery that most of the atom consists of empty space with a relatively small, positively
charged nucleus. Bohr used data from atomic spectra to propose a planetary model of the atom in which electrons orbit the nucleus, like planets around the sun.
Later, Schrödinger used the idea that electrons travel in waves to develop a model in which electrons travel randomly in regions of space called orbitals (quantum
mechanical model).
Based on the quantum mechanical model, it is not possible to predict exactly where electrons are located but there is a region of space surrounding the nucleus in
which there is a high probability of finding an electron (electron cloud or orbital). Data from atomic spectra (emission and absorption) gives evidence that electrons
can only exist at certain discrete energy levels and not at energies between these levels.
Atoms are usually in the ground state where the electrons occupy orbitals with the lowest available energy. However, the atom can become excited when the
electrons absorb a photon with the precise amount of energy (indicated by the frequency of the photon) to move to an orbital with higher energy. Any photon
without this precise amount of energy will be ignored by the electron. The atom exists in the excited state for a very short amount of time. When an electron drops
back down to the lower energy level, it emits a photon that has energy equal to the energy difference between the levels. The amount of energy is indicated by the
frequency of the light that is given off and can be measured. Each element has a unique emission and absorption spectrum due to its unique electron configuration
and specific electron energy jumps that are possible for that element.
Being aware of the quantum mechanical model as the currently accepted model for the atom is important for science literacy as it explains and predicts subatomic
interactions, but details should be reserved for more advanced study.
Electron energy levels consist of sublevels (s, p, d and f), each with a characteristic number and shape of orbitals. Orbital diagrams and electron configuration can
be constructed to show the location of the electrons in an atom using established rules. Valence electrons are responsible for most of the chemical properties of
elements. In this course, electron configuration (extended and noble gas notation) and orbital diagrams can be shown for any element in the first three periods.
Although the quantum mechanical model of the atom explains the most experimental evidence, other models can still be helpful. Thinking of atoms as indivisible
spheres is useful in explaining many physical properties of substances, such as the state (solid, liquid or gas) of a substance at room temperature. Bohr’s
planetary model is useful to explain and predict periodic trends in the properties of elements.
Note: Quantum numbers and equations of de Broglie, Schrödinger and Plank are beyond the scope of this course.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 262

EXPECTATIONS FOR LEARNING

The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.
Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.1: Atomic structure
Evolution of atomic models/atomic structure
Compare the nature of protons, Identify atomic models (e.g., Dalton’s,
neutrons and electrons among Thomson’s, Rutherford’s, Bohr’s) and
different atomic models. the work used to produce each of
Compare the strengths and limitations these models.
of particular atomic models. Interpret the classic historical
Investigate the principles used to experiments that were used to identify
develop atomic models (e.g. a black- the components of an atom and
box problem). behavior of electrons.

Create a timeline that shows major Calculate atomic mass given the
discoveries in atomic history. abundance of various isotopes.

Predict which isotope is most Determine the atomic number, mass

abundant given an element’s atomic number, number of protons, neutrons
mass and the mass numbers of its and electrons.
isotopes.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 263

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Electrons
Using knowledge and/or Design an investigation using group 2 Compare the electron configuration of Identify the extended and noble gas
understanding of various ions and elements that illustrates the reactivity various ions based on data from an notation electron configurations for
their electron location, construct a of the elements as you move down experiment (e.g., flame test, spectral elements in the first three periods.
plan or proposal for a community the group. Interpret data to explain tubes). Explore the color of various Using the periodic table, determine
firework show. Proposal must contain this reasoning based on the electron salts by looking at the the electron configuration of an atom.
a list of materials, including the configurations of each element. electromagnetic spectrum.
chemicals, safety procedures, Construct an orbital diagram or
environmental impact and possible electron configuration to show the
cost. probable arrangement of electrons in
an atom.
Design a toy that is based on the idea
of excited electrons.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 264

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.2: Periodic table
x Properties
x Trends
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.2: Periodic table
In the Physical Science course, the concept that elements are placed in order of increasing atomic number in the periodic table such that elements with similar
properties are placed in the same column is introduced. How the periodic table is divided into groups, families, periods, metals, nonmetals and metalloids is also
included and will be revisited here. In this course, with more information about the electron configuration of elements, similarities in the configuration of the valence
electrons for a particular group can be observed. The electron configuration of an atom can be determined from the position on the periodic table. The repeating
pattern in the electron configuration for elements on the periodic table explains many of the trends in the properties observed. Atomic theory is used to describe
and explain trends in properties across periods or down columns including atomic radii, ionic radii, first ionization energies, electronegativities and whether the
element is a solid or gas at room temperature. Additional ionization energies, electron affinities and periodic properties of the transition elements, and the
lanthanide and actinide series are reserved for more advanced study.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.
Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.2: Periodic table
Properties
Develop a proposal for the Predict the placement of an element Create a product that explains the
construction of an outdoor art on the periodic table given only a list organization of the periodic table
installation in various of its properties. (e.g., increasing atomic number,
environments/climates. Determine Given a metalloid, judge whether the groups, periods, metals, metalloid,
which metal(s) would have the metalloid is more likely to behave as a nonmetals) to middle school students.
optimal properties for your project. metal or nonmetal. Defend your
Present and defend your proposal to choice.
a panel of experts.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 265

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Trends
Create a graphic to show the Describe ionization energy and relate
relationships between the trends of it to atomic structure.
the periodic table and electron Describe electronegativity and relate
configurations. it to atomic structure.
Describe periodic trends in ionic radii
and electron affinity and relate them
to atomic structure.
Describe atomic radius and relate to
atomic structure.
Describe how shielding effect
explains the trend in atomic size.
For two atoms, identify the one that is
larger, more electronegative, or more
easily ionized based on where they
are on the periodic table. Justify your
answer.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 266

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.3: Chemical bonding
x Ionic
x Polar/covalent
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.3: Chemical bonding
Content in the Physical Science course included recognizing that atoms with unpaired electrons tend to form ionic and covalent bonds with other atoms, forming
molecules, ionic lattices or network covalent structures. In this course, electron configuration, electronegativity values and energy considerations will be applied to
bonding and the properties of materials with different types of bonding.
Atoms of many elements are more stable when they are bonded to other atoms. In such cases, as atoms bond, energy is released to the surroundings, resulting in
a system with lower energy. An atom’s electron configuration, particularly the valence electrons, determines how an atom interacts with other atoms. Molecules,
ionic lattices and network covalent structures have different, yet predictable, properties that depend on the identity of the elements and the types of bonds formed.
Differences in electronegativity values can be used to predict where a bond fits on the continuum between ionic and covalent bonds. The polarity of a bond
depends on the electronegativity difference and the distance between the atoms (bond length). Polar covalent bonds are introduced as an intermediary between
ionic and pure covalent bonds. The concept of metallic bonding is also introduced to explain many of the properties of metals (e.g., conductivity). Since most
compounds contain multiple bonds, a substance may contain more than one type of bond. Carbon atoms can bond together and with other atoms, especially
hydrogen, oxygen, nitrogen and sulfur, to form chains, rings and branching networks that are present in a variety of important compounds, including synthetic
polymers, fossil fuels and the large molecules essential to life. Detailed study of the structure of molecules responsible for life is reserved for more advanced
courses.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 267

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.3: Chemical bonding
Ionic bonds
Design a theoretical pharmaceutical Design and conduct an investigation Compare the stability of ions when Define bond energy and recognize
with an appropriate shape to interact to distinguish between ionic, polar they are separated vs. when they are that bond-breaking is an endothermic
with a provided enzyme or receptor covalent, nonpolar covalent and in their lattice. process and bond-forming is an
designed by the teacher. The metallic bonds based on material Construct models or diagrams (e.g., exothermic process.
designed molecule would need to properties (e.g., melting point, Lewis dot structures, ball and stick Represent the formation of a bond
contact the enzyme or receptor in solubility, conductivity). models) of common compounds and using electron configurations of
three different loci. Design an experiment to test the molecules (e.g., NaCl, SiO2, O2, H2, individual atoms.
Design an investigation to evaluate effectiveness of a water softener CO2) and distinguish between
Explain the tendency of elements to
the claims of a commercial product system’s ability to remove ions from ionically and covalently bonded
transfer or share electrons based on
(e.g., ionic-tourmaline, a mineral that water. compounds.
their location on the periodic table.
is said to emit quick-drying ions; a Using electron configurations,
hair dryer; a shake weight dumbbell; a Identify valence electrons as the
hypothesize how an atom becomes a highest energy electrons in the atom
type of strong-bond glue). Determine
cation or anion and illustrate how and and use the octet rule to predict the
function, intent and any potential bias why they would form ionic
with the product. Present findings in most stable ion formed.
compounds.
multiple formats.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 268

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Polar/covalent bonds
Propose a method to evaluate the Devise a procedure to evaluate Determine if bonds and molecules are Distinguish between ionic and
ability of plastics to be recycled based physical and chemical properties to polar by determining the direction of polar/nonpolar covalent bonds based
on the understanding of the plastic’s develop predictions and support dipole moment of the individual on their electronegativity values.
polarity. claims about compounds' bonds. Write equations for covalent bond
Evaluate and critique the impact of a classification as ionic, polar or Using electron dot diagrams, formation between two atoms using
synthetic polymer, fossil fuel or covalent. generate models showing that Lewis structures.
biological macromolecule on society, Evaluate the properties of DNA based molecular compounds result from
Explain the difference between a
the environment or health. on the bonds (polar and nonpolar) atoms sharing electrons. Include
single, double and triple bond in terms
within its chemical structure and how carbon bonds showing the formation
of electrons shared.
it relates to DNA sequencing and/or of chains, rings and branching
forensic/medical applications. networks. Compare the bond energies and
lengths for single, double and triple
Distinguish between bond polarity and bonds conceptually (no numbers).
molecular polarity. Construct models
illustrating how a nonpolar molecule Explain how polymerization forms
can be formed from polar bonds. long chains of macromolecules
(polymers) from small molecules
Compare the stability of atoms when
(monomers). Provide examples of
they are separated vs. when they are
natural and synthetic polymers.
bonded.
Using experimental evidence, explain
how the properties of macromolecules
depend on the properties of the
molecules used in their formation and
the length and structure of the
polymer chain.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 269

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Metallic bonds
Critique the advantages and Illustrate how freely moving electrons Compare electrons in a metallic bond
disadvantages of different metals and in metallic bonds affect properties and in a covalent bond.
alloys for bridge construction. such as conductivity, malleability and
ductility.
Explain how the structure of metal
atoms give them the ability to conduct
heat and electricity.
Explore the extent to which a variety
of solid materials conduct electricity
and rank the materials from good
conductors to poor conductors. Based
on the conductivity data, determine
patterns of location on the Periodic
Table for the good conductors vs. the
poor conductors.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 270

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.4: Representing compounds
x Formula writing
x Nomenclature
x Models and shapes (Lewis structures, ball and stick, molecular geometries)
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.4: Representing compounds
Using the periodic table, formulas of ionic compounds containing specific elements can be predicted. This can include ionic compounds made up of elements from
groups 1, 2, 17, hydrogen, oxygen and polyatomic ions (given the formula and charge of the polyatomic ion). Given the formula, a compound can be named using
conventional systems that include Greek prefixes and Roman numerals where appropriate. Given the name of an ionic or covalent substance, formulas can be
written.
Many different models can be used to represent compounds including chemical formulas, Lewis structures, and ball and stick models. These models can be used
to visualize atoms and molecules and to predict the properties of substances. Each type of representation provides unique information about the compound.
Different representations are better suited for particular substances. Lewis structures can be drawn to represent covalent compounds using a simple set of rules
and can be combined with valence shell electron pair repulsion (VSEPR) theory to predict the three-dimensional electron pair and molecular geometry of
compounds. Lewis structures and molecular geometries will only be constructed for the following combination of elements: hydrogen, carbon, nitrogen, oxygen,
phosphorus, sulfur and the halogens. Organic nomenclature is reserved for more advanced courses.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 271

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.4: Representing compounds
Formula writing
Develop the formulas for chemical Given elements from the periodic
compounds in household items based table and/or polyatomic ions, predict
on their names. the formula of a compound.
Construct a prototype of a game to Write a formula from the name of an
enhance the understanding of formula acid.
writing and nomenclature. Allow other
students to evaluate and critique the
appropriateness of the game.
Nomenclature
Given the formula of an ionic
compound or a binary covalent
compound, determine the
compound’s name.
Name an acid based on its chemical
formula.
Models and shapes (Lewis structures, ball and stick, molecular geometries)
Determine which type of model (e.g., Construct simple Lewis structures of
chemical formula, Lewis structure, compounds made up of hydrogen,
ball-and-stick model) is the best carbon, nitrogen, oxygen,
representation for a variety of phosphorus, sulfur and the halogens.
compounds. Predict the three-dimensional shapes
Implementing VSEPR identify the of simple Lewis structures using
different shapes within a large valence shell electron pair repulsion
macromolecule (e.g., caffeine, (VSEPR) theory.
dopamine, serotonin). Construct three-dimensional ball-and-
stick models to determine the shapes
of simple covalent compounds.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 272

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.5: Quantifying matter
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.5: Quantifying matter
In earlier grades, properties of materials were quantified with measurements that were always associated with some error. In this course, scientific protocols for
quantifying the properties of matter accurately and precisely are studied. Using the International System of Units (SI), significant digits or figures, scientific notation,
error analysis and dimensional analysis are vital to scientific communication.
There are three domains of magnitude in size and time: the macroscopic (human) domain, the cosmic domain and the submicroscopic (atomic and subatomic)
domain. Measurements in the cosmic domain and submicroscopic domains require complex instruments and/or procedures.
Matter can be quantified in a way that macroscopic properties such as mass can reflect the number of particles present. Elemental samples are a mixture of
several isotopes with different masses. The atomic mass of an element is calculated given the mass and relative abundance of each isotope of the element as it
exists in nature. Because the mass of an atom is very small, the mole is used to translate between the atomic and macroscopic levels. A mole is equal to the
number of atoms in exactly 12 grams of the isotope carbon-12. The mass of one mole of a substance is equal to its molar mass in grams. The molar mass for a
substance can be used in conjunction with Avogadro’s number and the density of a substance to convert between mass, moles, volume and number of particles of
a sample.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 273

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.5: Quantifying matter
Devise a method to indirectly Design a method to determine the Using a Socratic seminar, research Measure the volume of an irregular
determine the value of a empirical formula or percent and discuss the pros and cons of the solid using SI units. Provide your
measurement that common laboratory composition of an unknown International System of Units (SI) vs. answer using correct significant
tools cannot provide (e.g., thickness hydrate/compound. the English measuring system. figures and unit.
of aluminum foil, number of sand
Determine the percent by mass of Use calculations to compare the Distinguish accuracy from precision.
particles, moles of chalk used to write water content in popcorn. Correlate its ratios of the size of the atom to the
your name, drop from a pipet). Carry out laboratory measurements
effect on the amount of popcorn size of different objects (e.g., cell,
with a variety of equipment (e.g.,
produced (or time it takes to start the person, tree).
graduated cylinders, beakers,
batch popping). Compare three
Compare moles and mass. Identify balances) and report measurements
brands, isolate other variables (e.g.,
situations where each is most to the correct number of significant
popping method, use of different
appropriate to use. figures. Compare the accuracy of
types of oil) and present findings in
Design an investigation to show that each measuring device.
multiple formats.
the volume of any liquid sample is Apply the rules for determining
constant when divided by its mass. significant digits when performing
mathematical operations.
Determine the average atomic mass
of an element based on the percent
abundance of its naturally occurring
isotopes.
Convert between mass, moles,
volume and number of representative
particles using Avogadro's number,
molar mass and density using
dimensional analysis.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 274

Chemistry continued
C.PM: STRUCTURE AND PROPERTIES OF MATTER
C.PM.6: Intermolecular forces of attraction
x Types and strengths
x Implications for properties of substances
o Melting and boiling point
o Solubility
o Vapor pressure
CONTENT ELABORATION: STRUCTURE AND PROPERTIES OF MATTER
C.PM.6: Intermolecular forces of attraction
In middle school, solids, liquids and gases were explored in relation to the spacing of the particles, motion of the particles and strength of attraction between the
particles that make up the substance. The intermolecular forces of attraction between particles that determine whether a substance is a solid, liquid or gas at room
temperature are addressed in greater detail in this course. Intermolecular attractions are generally weak when compared to intramolecular bonds, but span a wide
range of strengths.
The composition of a substance and the shape and polarity of a molecule are particularly important in determining the type and strength of bonding and
intermolecular interactions. Types of intermolecular attractions include London dispersion forces (present between all molecules), dipole-dipole forces (present
between polar molecules) and hydrogen bonding (a special case of dipole-dipole where hydrogen is bonded to a highly electronegative atom such as fluorine,
oxygen or nitrogen), each with its own characteristic relative strength.
The configuration of atoms in a molecule determines the strength of the forces (bonds or intermolecular forces) between the particles and therefore the physical
properties (e.g., melting point, boiling point, solubility, vapor pressure) of a material. For a given substance, the average kinetic energy (temperature) needed for a
change of state to occur depends upon the strength of the intermolecular forces between the particles. Therefore, the melting point and boiling point depend upon
the amount of energy that is needed to overcome the attractions between the particles. Substances that have strong intermolecular forces or are made up of three-
dimensional networks of ionic or covalent bonds, tend to be solids at room temperature and have high melting and boiling points. Nonpolar organic molecules are
held together by weak London dispersion forces. However, substances with longer chains provide more opportunities for these attractions and tend to have higher
melting and boiling points. Increased branching of organic molecules results in lower melting and boiling points due to interference with the intermolecular
attractions.
Substances will have a greater solubility when dissolving in a solvent with similar intermolecular forces. If the substances have different intermolecular forces, they
are more likely to interact with themselves than the other substance and remain separated from each other. Water is a polar molecule and it is often used as a
solvent since most ionic and polar covalent substances will dissolve in it. In order for an ionic substance to dissolve in water, the attractive forces between the ions
must be overcome by the dipole-dipole interactions with the water. Dissolving of a solute in water is an example of a process that is difficult to classify as a
chemical or physical change and it is not appropriate to have students classify it one way or another.
Evaporation occurs when the particles with enough kinetic energy to overcome the attractive forces separate from the rest of the sample to become a gas. The
pressure of these particles is called vapor pressure. Vapor pressure increases with temperature. Particles with larger intermolecular forces have lower vapor
pressures at a given temperature since the particles require more energy to overcome the attractive forces between them. Molecular substances often evaporate
more due to the weak attractions between the particles and can often be detected by their odor. Ionic or network covalent substances have stronger forces and are
not as likely to volatilize. These substances often have little, if any, odor. Liquids boil when their vapor pressure is equal to atmospheric pressure. In solid water,
there is a network of hydrogen bonds between the particles that gives it an open structure. This is why water expands as it freezes and why solid water has a lower
density than liquid water. This has important implications for life (e.g., ice floating on water acts as an insulator in bodies of water to keep the temperature of the
rest of the water above freezing).

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 275

EXPECTATIONS FOR LEARNING

The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.
Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.PM.6: Intermolecular forces of attraction
Types and strengths
Design an investigation to identify Apply the idea of intermolecular Explain the importance of molecular-
which solvent would be best to forces to biological implications (e.g., level structure in the functioning of
dissolve a particular solute. hydrogen bonding between two DNA designed materials (e.g., why
Design a procedure to determine the strands, cell membrane formation of electrically conductive materials are
polarity of a substance. lipids). often made of metal, flexible but
Construct a chromatography durable materials are made up of long
Investigate why water doesn’t follow chained molecules, pharmaceuticals
technique to separate the
predicted trends (e.g., surface are designed to interact with specific
components of different dyes (e.g.,
tension, density, vapor pressure, receptors).
hair color, food additives, skittles)
boiling point) based on its
intermolecular interactions (e.g. drops applying principles of inter- and intra- Describe intermolecular forces for
on a penny, capillary tube, mixing oil molecular forces. molecular compounds.
and water, water on glass vs. wax Illustrate the differences between Ɣ H-bond as attraction between
paper). Summarize your findings. intermolecular forces. molecules when H is bonded to
O, N, or F.
Represent the cause of intermolecular Ɣ Dipole-dipole attractions
forces between molecules using between polar molecules.
models. Ɣ London dispersion forces
Explain the effect that branching has (electrons of one molecule
on London dispersion forces in attracted to nucleus of another
nonpolar organic molecules (e.g., molecule) – i.e. liquefied inert
long chains have greater forces and gases.
branching decreases the forces). Ɣ Relative strengths
Identify real-world implications. (H>dipole>London/van der
Waals).

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 276

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Explain why intermolecular forces are
weaker than ionic, covalent or metallic
bonds.
Identify the intermolecular forces that
exist in a given compound.
Implications for properties of substances (melting and boiling point, solubility, vapor pressure)
Make a soap and evaluate its Evaluate the properties of sweeteners Explain how a graph of vapor Differentiate between bond polarity
effectiveness on hard water. Compare (e.g., regular table sugar, high pressure vs. temperature can be used and molecular polarity.
the effectiveness of various soaps. fructose corn syrup, stevia, to determine boiling point and
Explain why greater solubility occurs
Evaluate the composition of shampoo aspartame, saccharin, sucralose, strength of intermolecular forces.
when dissolving a substance in a
samples using properties (e.g., honey, agave). Research these Demonstrate the effect the strength of solvent with similar intermolecular
viscosity, pH) to determine their products and potential impacts. A intermolecular forces has on various forces ("like dissolves like").
effectiveness. variation for this could be evaluating
properties (e.g., change in
oils (e.g., canola, coconut, olive,
evaporation temperature,
vegetable). polarizability, viscosity).
Design an investigation to determine
Predict which compound will have the
if a molecule is polar or nonpolar.
highest/lowest vapor pressure and
Devise an investigation to show that melting/boiling point based on
the addition of a solute affects the intermolecular forces.
density of a liquid. Sketch the solvation of a solute in an
appropriate solvent and explain how
the solute separates and interacts
with the solvent.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 277

Chemistry continued
C.IM: INTERACTIONS OF MATTER
C.IM.1: Chemical reactions
x Types of reactions
x Kinetics
x Energy
x Equilibrium
x Acids/bases
CONTENT ELABORATION: INTERACTIONS OF MATTER
C.IM.1: Chemical reactions
In the Physical Science course, coefficients were used to balance simple equations. Other representations, including Lewis structures and three-dimensional
models, were also used and manipulated to demonstrate the conservation of matter in chemical reactions. In this course, more complex reactions will be studied,
classified and represented with balanced chemical equations and three-dimensional models.
Classifying reactions into types can be a helpful organizational tool for recognizing patterns of what may happen when two substances are mixed. Teachers should
be aware that the common reaction classifications that are often used in high school chemistry courses may lead to misconceptions because they are not based
on the actual chemistry, but on surface features that can be similar from one system to another (e.g., exchanging partners), even though the underlying chemistry
is not the same. However, these classifications may be useful in making predictions about what happens when two substances are mixed.
Some general types of chemical reactions are oxidation/reduction, synthesis, decomposition, single replacement, double replacement (including precipitation
reactions and some acid-base neutralizations) and combustion reactions. Some reactions can fit into more than one category. For example, a single replacement
reaction can also be classified as an oxidation/reduction reaction. Identification of reactions involving oxidation and reduction as well as indicating what substance
is being oxidized and what is being reduced are appropriate in this course. However, balancing complex oxidation/reduction reactions is reserved for more
advanced study.
Organic molecules release energy when undergoing combustion reactions and are used to meet the energy needs of society (e.g., oil, gasoline, natural gas) and
to provide the energy needs of biological organisms (e.g., cellular respiration). When a reaction between two ionic compounds in aqueous solution results in the
formation of a precipitate or molecular compound, the reaction often occurs because the new ionic or covalent bonds are stronger than the original ion-dipole
interactions of the ions in solution. Laboratory experiences (3-D or virtual) with different types of chemical reactions should be provided.
Reactions occur when reacting particles collide in an appropriate orientation and with sufficient energy. The rate of a chemical reaction is the change in the amount
of the reactants or products in a specific period of time. Increasing the probability or effectiveness of the collisions between the particles increases the rate of the
reaction. Therefore, changing the concentration of the reactants, changing the temperature or the pressure of gaseous reactants, or using a catalyst, can change
the reaction rate. Likewise, the collision theory can be applied to dissolving solids in a liquid solvent and can be used to explain why reactions are more likely to
occur between reactants in the aqueous or gaseous state than between solids. The rate at which a substance dissolves should not be confused with the amount of
solute that can dissolve in a given amount of solvent (solubility). Mathematical treatment of reaction rates is reserved for more advanced study. Computer
simulations can help visualize reactions from the perspective of the kinetic-molecular theory.
In middle school, the differences between potential and kinetic energy and the particle nature of thermal energy were introduced. For chemical systems, potential
energy is in the form of chemical energy and kinetic energy is in the form of thermal energy. The total amount of chemical energy and/or thermal energy in a
system is impossible to measure. However, the energy change of a system can be calculated from measurements (mass and change in temperature) from
calorimetry experiments in the laboratory. Conservation of energy is an important component of calorimetry equations. Thermal energy is the energy of a system
due to the movement of its particles. The thermal energy of an object depends upon the amount of matter present (mass), temperature and chemical composition.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 278

Some materials require little energy to change their temperature and other materials require a great deal to change their temperature by the same amount.
Specific heat is a measure of how much energy is needed to change the temperature of a specific mass of material a specific amount. Specific heat values can be
used to calculate the thermal energy change, the temperature (initial, final or change in) or mass of a material in calorimetry. Water has a particularly high specific
heat capacity, which is important in regulating Earth’s temperature.
As studied in middle school, chemical energy is the potential energy associated with chemical systems. Chemical reactions involve valence electrons forming
bonds to yield more stable products with lower energies. Energy is required to break interactions and bonds between the reactant atoms and energy is released
when an interaction or bond is formed between the atoms in the products. Molecules with weak bonds (e.g., ATP) are less stable and tend to react to produce
more stable products, releasing energy in the process. Generally, energy is transferred out of the system (exothermic) when the products have stronger bonds
than the reactants and is transferred into the system (endothermic) when the reactants have stronger bonds than the products. Predictions of the energy
requirements (endothermic or exothermic) of a reaction can be made given a table of bond energies. Graphic representations can be drawn and interpreted to
represent the energy changes during a reaction. The role of energy in determining the spontaneity of chemical reactions is dealt with conceptually in this course.
Entropy and its influence on the spontaneity of reactions are reserved for more advanced study.
All reactions are reversible to a degree and many reactions do not proceed completely toward products but appear to stop progressing before the reactants are all
used up. At this point, the amounts of the reactants and the products appear to be constant and the reaction can be said to have reached dynamic equilibrium.
Dynamic equilibrium means the rate of the reverse reaction is equal to the rate of the forward reaction so there is no apparent change in the reaction.
If a chemical system at equilibrium is disturbed by a change in the conditions of the system (e.g., increase or decrease in the temperature, pressure on gaseous
equilibrium systems, concentration of a reactant or product), then the equilibrium system will respond by shifting to a new equilibrium state, reducing the effect of
the change (Le Chatelier’s Principle). If products are removed as they are formed during a reaction, then the equilibrium position of the system is forced to shift to
favor the products. In this way, an otherwise unfavorable reaction can be made to occur. Mathematical treatment of equilibrium reactions is reserved for advanced
study. Computer simulations can help visualize the progression of a reaction to dynamic equilibrium and the continuation of both the forward and reverse reactions
after equilibrium has been attained.
Properties of acids and bases and the ranges of the pH scale were introduced in Physical Science. In this course, the structural features of molecules are explored
to further understand acids and bases. Acids often result when hydrogen is covalently bonded to an electronegative element and is easily dissociated from the rest
of the molecule to bind with water to form a hydronium ion (H3O+). The acidity of an aqueous solution can be expressed as pH, where pH can be calculated from
the concentration of the hydronium ion. Bases are likely to dissociate in water to form a hydroxide ion. Acids can react with bases to form a salt and water. Such
neutralization reactions can be studied quantitatively by performing titration experiments. Detailed instruction about the equilibrium of acids and bases and the
concept of Brønsted-Lowry and Lewis acids and bases is not the focus at this level.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 279

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.IM.1: Chemical reactions
Types of reactions
Evaluate oxidation-reduction Generate a process for recycling a Apply knowledge of reactions to Classify a chemical reaction as
reactions occurring in real-world metal including the uses and possible determine the appropriate fire synthesis, decomposition, single-
settings (e.g., rusting, electroplating) limitations of the recycled metal. extinguisher for a given scenario. replacement, double replacement or
that cause engineering/manufacturing Examine living organisms to identify organic combustion.
challenges and propose a solution. and explain biological chemical Identify which substance is oxidized
reactions (e.g., metabolism, and which substance is reduced in an
respiration, photosynthesis) within the oxidation/reduction reaction.
organism.
Compare different reaction types.
Explain the energy changes in
photosynthesis and in the combustion
of sugar in terms of bond breaking
and bond formation.
Using activity series and solubility
rules construct an outcome for single
replacement and double replacement
reactions.
Draw a particle diagram representing
the interactions of particles in a
chemical reaction.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 280

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Kinetics
Critique the effects of a catalyst on Design an experiment to determine Apply scientific principles and Identify the ways the rate of a
everyday chemical reactions (e.g., the effect of concentration, surface evidence to provide an explanation chemical reaction can be affected
biological enzymes, catalytic area or temperature on reaction rate. about the effects of changing (e.g., concentrations of reactions,
converters). Redesign a process concentration, temperature and surface area, changing temperature
which is more cost effective and/or pressure on the rate of a chemical or pressure of gaseous substances,
environmentally friendly. reaction. using a catalyst).
Through experimentation, generate
qualitative potential energy diagrams
for endothermic and exothermic
reactions with and without the
presence of a catalyst (e.g.,
decomposition of H2O2 with KI and
without KI). Include reactants,
products and activated complex.
Illustrate collision theory using particle
diagrams showing that molecules
must collide in the proper orientation
and with sufficient energy to equal or
exceed the activation energy in order
to react.
Energy
Design a better (e.g., less expensive, Design a method to determine the Compare how the specific heat of Calculate the thermal energy change
more environmentally friendly) safe identity of a metal by calculating the different substances impacts T WKHFKDQJHRIWHPSHUDWXUH ǻ7 
hand warmer using ionic substances. heat transfer from the hot metal to temperature change. initial or final temperature and mass
cold water. Develop a model to illustrate that the of a material using specific heat.
release or absorption of energy from Given a table of bond energies,
a chemical reaction system depends determine whether a given reaction is
upon the changes in total bond exothermic or endothermic.
energy. Track the flow of energy and explain
Use household materials to show the why a reaction is an exothermic or
difference between endothermic and endothermic process.
exothermic reactions.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 281

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Equilibrium
Propose a procedure to shift a In a laboratory setting, illustrate Show that equilibrium is dynamic and
commercial equilibrium process to equilibrium shift due to disturbances. that the rates of the forward and
maximize a desired product and Indicate whether the forward or reverse reactions are equal.
construct a risk assessment for its reverse reaction is favored to reach Describe key features of equilibrium
implications on society (e.g., Haber
equilibrium based on different (two opposing processes occur
process).
disturbances (e.g., increase or simultaneously at the same rate).
decrease in temperature, pressure on
gaseous equilibrium systems, change
in concentration of a reactant or
product).
Acids/bases
Conduct an experiment to determine Design an investigation to determine Evaluate neutralization reactions Perform calculations relating pH to
what type of roof materials would be the effective pH range of natural and quantitatively by performing titration hydronium ion concentration.
appropriate in areas with high acid synthetic indicators. experiments.
Identify acids based on the formation
rain. Devise a method to evaluate the of the hydronium ion in water.
Evaluate and critique why lakes with Vitamin C content of commercial
Identify bases by their dissociation in
limestone or calcium carbonate products.
water to form the hydroxide ion.
experience less adverse effects from Design an investigation to determine
acid rain than lakes with granite beds. the most effective antacid (e.g.,
Then invent a product or process to baking soda (NaHCO3) or magnesium
minimize these effects. hydroxide (Mg (OH)2) per gram for
neutralizing stomach acid (HCl).

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 282

Chemistry continued
C.IM: INTERACTIONS OF MATTER
C.IM.2: Gas laws
x Pressure, volume and temperature
x Ideal gas law
CONTENT ELABORATION: INTERACTIONS OF MATTER
C.IM.2: Gas laws
The kinetic-molecular theory can be used to explain the properties of gases (pressure, temperature and volume) through the motion and interactions of its
particles. Problems can also be solved involving the changes in temperature, pressure, volume and amount of a gas. When two of these four are kept constant,
the relationship between the other two can be quantified, described and explained using the kinetic-molecular theory. Real-world phenomena (e.g., why tire
pressure increases in hot weather, why a hot air balloon rises) can be explained using this theory. When solving gas problems, the Kelvin temperature scale must
be used since only in this scale is the temperature directly proportional to the average kinetic energy. The Kelvin temperature is based on a scale that has its
minimum temperature at absolute zero, a temperature at which all motion theoretically stops. Since equal volumes of gases at the same temperature and pressure
contain an equal number of particles (Avogadro’s law), problems can be solved for an unchanging gaseous system using the ideal gas law (PV = nRT) where R is
the ideal gas constant (e.g., represented in multiple formats, 8.31 joules/(mole·K). The focus in this course is solving problems using the gas laws and
understanding their applications, rather than memorizing the specific names and formulas. Deviations from ideal gaseous behavior are reserved for more
advanced study. Relationships between the volume, temperature and pressure can be explored in the laboratory or through computer simulations or virtual
experiments.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 283

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.IM.2: Gas laws
Pressure, volume and temperature
Design a device that measures tire Using simulations and/or laboratory Explain both the quantitative and Identify units of pressure, volume and
pressure under changing temperature experiences, determine the qualitative relationships between temperature.
conditions. relationships between pressure and pressure, volume and temperature.
Convert between different pressure
Design a toy that is an application of a volume, pressure and temperature, Construct models representing the units.
gas law. and temperature and volume. relationship of pressure, volume and
Solve problems using appropriate gas
temperature related to collisions and
law equations.
energy of particles.
Determine whether pressure,
Apply gas laws to common scenarios
temperature and volume are
(e.g. hot air balloons, tire blowouts)
increasing or decreasing in a given
Use the kinetic molecular theory to situation.
explain the motion of gas particles
and how they are affected by changes
in pressure, temperature and/or
volume.
Ideal gas law
Create a model airbag with baking Use an Ideal Gas Law Simulator to Apply the ideal gas law to solve for an
soda and vinegar in a plastic bag. represent and interpret the connection appropriate variable.
Use the ideal gas law to figure the between pressure, volume,
amount of the reactants necessary to temperature and number of particles.
fill a given plastic bag. Test the
prediction and provide possible
explanations for any discrepancy
between the theoretical and actual
results.
Detect and measure the volume of a
gas produced during a chemical
reaction and relate to molar volume at
standard temperature and pressure.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 284

Chemistry continued
C.IM: INTERACTIONS OF MATTER
C.IM.3: Stoichiometry
x Molar calculations
x Solutions
x Limiting reagents
CONTENT ELABORATION: INTERACTIONS OF MATTER
C.IM.3: Stoichiometry
A stoichiometric calculation involves the conversion from the amount of one substance in a chemical reaction to the amount of another substance. The coefficients
of the balanced equation indicate the ratios of the substances involved in the reaction in terms of both particles and moles.
Once the number of moles of a substance is known, amounts can be changed to mass, volume of a gas, volume of solutions and/or number of particles. Molarity is
a measure of the concentration of a solution that can be used in stoichiometric calculations. When performing a reaction in the lab, the experimental yield can be
compared to the theoretical yield to calculate percent yield. The concept of limiting reagents is treated conceptually. Mathematical applications can be utilized, but
it is important to address the symbolic representations as well. Molality and normality are concepts reserved for more advanced study.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where
possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research
about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to
engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative
ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is
not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.

Back to Table of Contents

OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 285

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
C.IM.3: Stoichiometry
Molar Calculations
Evaluate the efficiency, cost and Calculate the reactants needed to Using data collected from a multi-step
environmental impacts of multiple produce an exact amount of a product chemical reaction, calculate percent
possible chemical processes to (e.g., produce silver through the yield.
determine which process would be reaction of silver nitrate and copper or Use mole ratios from a balanced
best to use. Sustainability and green zinc and hydrochloric acid). Produce equation to calculate the quantity of
chemistry should be considered. the product in the laboratory. one substance in a reaction, given the
Calculate the percent difference quantity of another substance in the
between the theoretical amount and
reaction (e.g., given moles, particles,
the amount actually produced. mass or volume and ending with
Provide possible explanations for the moles, particles, mass or volume of
discrepancy. the desired substance).
Interpret the coefficients of a
balanced equation in terms of moles
and particles.
Solutions
Plan and implement a process to test Explain how the creation of a Create a solution and a dilution of a
concentration of pollutants in water standardized solution (a solution of known concentration.
(e.g., lead, mercury). known molarity) allows you to Calculate the molarity of an aqueous
determine the concentration of an solution.
unknown solution.
Distinguish between solute, solvent
and solution.
Determine the concentration of an
unknown solution through titration.

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OHIO’S LEARNING STANDARDS | SCIENCE | ADOPTED 2018 286

Designing
Interpreting and communicating
technological/engineering Demonstrating science knowledge Recalling accurate science
science concepts
solutions using science concepts
Limiting reagents
Evaluate an environmental problem Plan and carry out an investigation to Compare limiting to excess reagents Determine which reactant is limited
through the lens of limiting reagents demonstrate the conceptual principle in a chemical reaction (e.g., copper using particle diagrams.
(e.g., algae growths impacted by of limiting reactants. (II) sulfate and an iron nail). Use BCA tables to calculate the
available phosphates and nitrates). quantities of products and excess
Investigate the role that limiting reactants.
reagents play in an industrial process
(e.g., pharmacology, cosmetics,
chemical industries). Evaluate
techniques to optimize production,
including how costs and waste
products are taken into consideration.

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