1. Properties of the States of Matter
Topics: Bonding, Molecular Geometry, Intramolecular and Intermolecular Forces
Grade 10 Honors Chemistry
Ms. Alexandra Nourry

2. Properties of the States of Matter
This unit bridges the gap between chemistry and geometry.
The purpose of this presentation is to make you aware of the requirements to succeed for this unit on Properties of the States of Matter. Use this presentation to guide you through the unit, and do not forget, if you have questions ask.
Ms. Nourry

3. Properties of the States of Matter Overview
Students will understand that:
the intermolecular forces that hold atoms in a compound together determine the compound’s properties.
the intramolecular forces of a compound have an affect on the intermolecular forces of the compound.
Students will know:
Vocabulary: ionic compound, covalent compound, valence electrons, Lewis structure, electronegativity, intermolecular, intramolecular, states of matter, electron domain, bonding domains, non-bonding domains, VSEPR theory, electron domain geometry, molecular geometry, London dispersion, dipole-dipole, hydrogen bonding, miscible, immiscible.
how to determine if a compound is ionic or covalent.
how to determine a compounds intramolecular forces based on periodic properties.
determine the intermolecular forces of a compound based on the intramolecular forces.
how to use a compounds intramolecular forces to determine the types of intermolecular bonding.
the properties of solids, liquids, and gases

4. Learning Goals New Jersey Core Curriculum Content Standards
A.1 Use geometric models to represent real-world situations and objects to solve problems using those models.
D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from other’s ideas, observations, and experiences.
D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
A.2 Account for the differences in the physical properties of solids, liquids, and gases.
National Science Education Standards, Physical Science:
Structure and properties of matter. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.

5. Why are the properties of ionic and covalent compounds so different?
Essential Questions
Why are the properties of ionic and covalent compounds so different?
Why are some compounds solids, while others are liquids or gases at room temperature?

6. Assessments Diagnostic Assessment Performance Assessment
Molecular Geometry Family Survey
Pre-Knowledge of Molecular Geometry
Performance Assessment
To Share-or-Not to Share Project
Formative Assessments
Lewis Structure Quiz
Electron Domain and Molecular Geometry Quiz
Intramolecular Quiz
Intermolecular Quiz
Molecular Geometry Lab
Paper-and-Pencil Assessment
Properties of States of Matter Test

7. Diagnostic Assessments
Molecular Geometry Family Survey
Designed to be complete at home with your parents/guardians.
The purpose of this assessment is to gain insight into the your family and contains questions about common occurrences that can be explained by the unit.
Pre-Knowledge of Molecular Geometry
Designed as a skill check for material that you have already learned in previous units that is necessary to be successful in the current unit.
The purpose of this assessment is to reinforce skills previously learned, and in doing so, is an opportunity for you to pause, reflect, and apply prior knowledge.

8. Formative Assessment
The purpose of these formative assessments is for me to know what I am teachings is being learned. Here are two examples.
Lewis Structure Quiz
Draw Lewis structures for a series of atoms.
Draw the electron change involved in a series of compounds.
Given at the completion of the Lewis structure lesson.
Electron-Domain and Molecular Geometry Quiz
Draw Lewis Structures a series of compounds.
Determine the electron domain geometries of the compounds from the Lewis structures.
Determine the molecular geometries of the compounds from the electron domain geometries.
Given after the electron-domain lesson is completed.
You will be given back your quizzes to be used in conjunction with high-quality corrective instruction to help remedy whatever learning errors are identified.
The corrective instruction will then be followed with another opportunity for you to experience success in learning.

9. Performance Assessment To Share-or-Not Share
Context of the assignment:
Everyone in the class are analytical chemists working in a lab to prove physical and chemical properties of compounds.
Role of the students:
Everyone in the class are analytical chemists who will be set with the task to determine if a compound is ionic or covalent, draw the Lewis structure, determine the: electron domain geometry, molecular geometry, bond angles, intramolecular forces, and intermolecular forces.
The obstacle or challenge:
To create a model using any items that the you chose, and present your findings to the class.

10. Performance Assessment To Share-or-Not Share
The goal of the assignment:
To determine if a compound is ionic or covalent, draw the Lewis structure, determine the: electron domain geometry, molecular geometry, bond angles, intramolecular forces, and intermolecular forces.
When your are completing the preliminary work for the presentation you will journal your progress during the activity in their lab notebooks which will provide you with the opportunity to organize, plan, and revise as they complete the assignment.
To design a model that correctly shows all of the before mentioned information to use in a presentation to the class using a 21st century technology (Power Point, podcast, etc.).
Before you complete the formal presentation to the class you will be broken up into your lab groups and will complete a practice presentation for your group members. During this practice presentation you will use the rubric to grade one another. When you complete the practice presentation the rubrics will be given to you in order for you to revise and self-assess your presentation before the presentation to the whole class.
During the final presentations the rest of the class, the audience, will act as fellow chemists who will be evaluating the presenter to ensure that the presentation is valid and makes sense on a chemical level.

11. Performance Assessment To Share-or-Not Share Rubric
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Journal Activity
in Lab
Notebook
Outline of project provides superior organization and planning.
Multiple revisions made throughout activity using the lab notebook.
Provides organization and planning for the presentation.
At least one revision made throughout the lab notebook.
Notebook not used for organizational or planning purposes.
No revisions made to the lab activity.
Quality of Presenter
The 21st century tool is additive to the presentation not distracting.
Student uses slides/presentation to appropriately visualize the main ideas.
Clear voice and tone, as well as appropriate speed and inflection when speaking.
Use of 21st century tools for presentation.
Slides/presentation points are appropriate and are talking points.
Student speaks too quickly or too slow, with little or no inflection.
21st century tool is distracting to the message of the presentation.
Student reads directly off the slides/
Presentation with little or no visuals.
Presentation Composition
Molecule properly identified as ionic or covalent with reasoning based on the types of elements.
Lewis structures are drawn clearly as an ionic or covalent molecule would be, but also shows proper electron transfer/sharing among the atoms.
Molecule properly identified as ionic or covalent.
Lewis structure drawn as an ionic or covalent molecule would be.
Molecular improperly identified as ionic or covalent.
Lewis structure drawn incorrectly or at a size that does not show proper detail to distinguish between ionic or covalent.
Continued on the next slide.

12. Performance Assessment To Share-or-Not Share Rubric Continued
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Presentation Composition
Electron domain geometry is correctly identified based on support from the number of electron domains present
Molecular geometry is correctly identified based on the number of bonding and nonbonding electron domains. Bond angles are listed.
Intramolecular forces are identified and diagramed to show how the molecule is polar or nonpolar.
Intermolecular forces are appropriately identified and shown by example based on the intramolecular forces.
3D model of the compound is in scale with the size of atoms, and has the correct number of bonding and nonbonding electron domains. The model has accurate geometry including bond angles.
Electron domain geometry is correctly identified.
Molecular geometry is correctly identified with bond angles listed.
Intramolecular forces are identified as polar or nonpolar.
Intermolecular forces are appropriately identified based on the intramolecular forces.
3D model of the compound is accurate, appropriate, and has correct geometry including the correct number of bonding and nonbonding electron domains.
Electron domain incorrectly identified.
Molecular geometry is incorrectly identified. Bond angles are not listed.
Intramolecular forces are incorrectly identified.
Intermolecular forces do not match with what is possible of the intramolecular forces.
3D model of the compound is poorly put together, is inaccurate, does not have the correct geometry, does not have the appropriate number of bonding or nonbonding electron domains, or is distracting to the presentation.
37 Possible Points

13. Paper-and-Pencil Assessment Properties of States of Matter Test
Stated Proposition
The intermolecular forces of a compound can be explained by the molecule having a certain number of bonding and nonbonding electron domains creating a specific electron domain geometry and its molecular geometry.
Test Items
True/False
Short Answer or Fill-in-the-Blank
Multiple Choice
Essay

14. Student Scores and Reflection Use this table to keep track of and reflect on your progress throughout the unit.
Assessment
Points Earned
Possible Points
Reflection
Pre-Knowledge of Molecular Geometry* 20
Lewis Structure Quiz
Electron Domain and Molecular Geometry Quiz
Intramolecular Quiz
Intermolecular Quiz
Molecular Geometry Lab 50
To Share-or-Not to Share Project 37
Properties of States of Matter Test
* Not calculated as part of your grade.

15. Assessment Photo Album Rubric
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Learning goals matched to assessment methods
Incorporates 21st century skills of thinking critically and creatively while obtaining
information/evidence of student learning.
Multiple assessments (pictures) that vary in type to make inferences from evidence.
Authentic opportunities of real life application of knowledge and skills that gives students the opportunity to work in their own learning preferences.
Various methods and approaches for obtaining information/evidence of student learning.
Includes a variety of assessments to make
inferences from evidence; a photo album,
not a single picture.
Provide opportunities for authentic
application of knowledge and skills.
One method or approach of obtaining information/evidence of student learning.
A single picture.
Non‐authentic opportunities for
application of knowledge and
skills.
Diagnostic assessments
Multiple pre‐assessments that involve a student’s family or community.
Multiple opportunities of reflection.
Used in multiple forms more than at the beginning of a unit.
At least one that provides information about
a student’s family or community.
Enables reflection on the student’s part.
Ungraded.
Given at the beginning of the unit, identify
misconceptions, skill levels, interests, reveals learning preferences.
Purposeful with a clearly focused identified
target.
May include: pre‐tests, skill checks, concept maps, drawings, KWL charts
Does not include information about the student’s family.
Does not provide reflection for the
students.
Graded.
Does not identify misconceptions
or skills levels, interests, or
learning preferences.
Not focused on an identified
Continued on the next slide.

16. Assessment Photo Album Rubric Continued
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Descriptions of
formative assessments
Multiple assessments in multiple forms to reach the multiple learning preferences of
the students.
Involve the students in the formation of the assessment mechanism by suggestions or
the test, performance assessments, co‐constructing rubrics, and record keeping.
Descriptive feedback related to the criteria is given.
Followed up with high‐quality corrective instruction to help students remedy whatever learning errors are identified
Ongoing assessments that are used to
constantly monitor the progress of the
students and to inform the instruction of the
teacher.
Involve the students in the formation of the
assessment mechanism in at least one way
so that students know their learning goals.
Students self‐assess their own performance.
Feedback related to the criteria is given.
Followed up with corrective instruction.
Are not ongoing assessments.
Does not involve students in the
formation of the assessment
mechanism. Students do not have
clear learning goals.
Students are not given an opportunity to self‐assess their own performance.
Non‐specific feedback (A, 82%,
etc.).
Not followed up with corrective
instruction.
Continued on the next slide.

17. Assessment Photo Album Rubric Continued
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Outline of performance
assessment
(summative
assessment)
Build upon the knowledge students already have in order for transfer to take place.
Includes backward mapping.
Students are involved in regular feedback and experience constructive corrective
teaching.
Includes scaffolding.
Adapted to all different learning styles (ex. Visual, auditory, kinesthetic).
Includes a broad mixture of testing components (ex. constructed response, multiple choice, performance, fill in the
blank).
Authentic application related to a real‐world situation that engages all students and allows for deeper understandings to be
shown.
Given at the beginning of the unit.
Frame the essential questions.
Includes the ability for students to transfer
knowledge.
Provides regular feedback to the student.
Adapted to most all areas of learning styles.
Includes at least two testing components
(ex.: constructed response, multiple choice,
performance, fill in the blank).
The assessment is mostly authentic and
students are engaged.
Not given at the beginning of the unit.
Not focused on the essential questions.
Lack of regular feedback.
Focuses mainly on one learning style.
Only one testing component is incorporated into assessment.
The assessment is not authentic and has no relevance to a realworld situation. Assessment
pieces do not provide engaging
activities for students.
Continued on the next slide.

18. Assessment Photo Album Rubric Continued
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time and Support
(1 point)
Outline of performance
assessment
(summative
assessment)
Provides clear and focused goals that are well explained.
Written in kid language.
Students take part in co‐writing
the rubric.
Students are given an opportunity to self‐evaluate, and adjust.
Provide students feedback comments that include action steps to improve the
assessment.
Multiple models of students work at varying ability levels (excellence and poor) are
provided and discussed with students.
Specifically aligned with learning goals.
Understandable to students.
Students are informed for what is expected.
Students are given an opportunity for self adjustment.
Feedback comments are incorporated.
Models of student work are provided and discussed with students.
Vague relation to learning goals and enduring understandings.
Written in adult language.
Uninformed receiver.
Lacks the opportunity for students to gain insight from feedback and adjust.
Feedback is not incorporated.
No models of student work are provided.
78 Possible Points

19. Teacher Revisions