Given graphs, scenarios, illustrations, or descriptions, the student will determine how different processes affect solubility in aqueous solutions.

Given graphs, scenarios, illustrations, or descriptions, the student will determine how different processes affect solubility in aqueous solutions.

Given descriptors, diagrams. or scenarios, students will write and name the chemical formulas of common polyatomic ions and ionic compounds containing main group or transition metals and bases.

Given descriptions or chemical formula of a substance, students will convert between mass, moles, and particles for a sample of material.

Given descriptions or chemical formulas of the reactants and the products of chemical reactions, students will apply the law of conservation of mass and manipulate coefficients to balance chemical equations.

This resource was created to support TEKS IPC(4)(E).

Students will understand Bohr’s experimental design and conclusions that lead to the development of his model of the atom, as well as the limitations of his model.

Given illustrations or descriptions, students will predict the shape of molecules based upon the extent of the electron pair electrostatic repulsion.

Given scenarios or diagrams, students will describe the nature of metallic bonding and explain properties such as thermal and electrical conductivity, malleability, and ductility of metals.

Given descriptors, diagrams, and chemical symbols, students will use the periodic table to determine the electron configuration of neutral atoms.

Given descriptions, diagrams, or scenarios, students will write and name the chemical formulas of binary covalent compounds.

Given descriptions, diagrams, scenarios, or chemical symbols, students will model ionic bonds using electron dot formulas.

Given descriptions or chemical formula of a substance, students will use the concept of a mole to relate atomic mass to molar mass.

Given scenarios, graphs, diagrams, or illustrations, the student will determine the type of solution such as saturated, supersaturated, or unsaturated.

This resource provides flexible alternate or additional learning opportunities for students learning about the mole concept, Chemistry TEKS (8)(A).

This resource provides flexible alternate or additional learning activities for students learning about the concepts of distance,  speed, and acceleration. IPC TEKS (4)(A)

This resource, aligned with Chemistry TEKS (5)(C), provides alternative or additional tier-one learning options for students using the periodic table to identify and explain trends.

Given descriptions or illustrations of properties, students will determine whether the property is chemical or physical, and if it is physical, if it is intensive or extensive.

Given descriptions or specific element groups, students will use a Periodic Table to relate properties of chemical families to position on the table.

Given descriptions, scenarios, or illustrations, students will distinguish between the compressibility, structure, shape, and volume of solids, liquids, and gases.