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DS DS 5.5COURSE TITLE: Chemistry 1, 2
Year of Implementation: 2001
Course Number:
2111, 2112
Course Length: 1 year, 2 semesters
Classroom Instruction and Review: 160 hours
UC/CSU/College: A-G D requirement
Grade Level: 10-12
District Requirement: Physical Science
Course Prerequisites: 50 percentile in reading or higher strongly recommended; concurrent enrollment in Algebra II or higher.
Chemistry 1 and Chemistry 2 are sequential courses. Successful completion of Chemistry 1 (C grade or better) is required for
enrollment in Chemistry 2.
District-Approved Textbook/Materials: World of Chemistry, Zumdahl, Houghton Mifflin
Pedagogical Philosophy: Chemistry is all around you--from the toothpaste you use in the morning, to the additives in your food,
to the gasoline you put in your cars. All of these products share in common that a chemist has manipulated all their molecules to make
your life more comfortable. Chemistry is needed to understand many processes in a variety of industries: pharmaceuticals, cosmetics,
petroleum, plastics, food technology, etc. Chemistry is also the basis of all life on Earth, from bacteria to human beings and
everything in between. In our most basic form we are self-contained units of highly organized and coordinated chemical reactions.
For these reasons, chemistry is a necessary component of a well-rounded science background. From toxic spills in the environment, to
building cleaner methods to produce energy, to the creation of new and sometimes controversial products, chemistry is constantly in
the news. For this reason, it is imperative that a science literate citizenry makes informed decisions about such issues.
Chemistry is a rigorous college preparatory science course, which is intended to provide students with problem solving, critical
thinking, and deduction skills. Students taking chemistry need a sound basis in algebra, especially the ability to manipulate algebraic
equations and formulas. In addition, students must be able to understand written problems and translate that information into the
language of algebra. Chemistry requires a level of maturity and a disciplined approach to learning so that students recognize that:
1) they will most likely need help during the course,
2) they know where to get the help, and
3) they act on that need to get the necessary help.
This help may take the form of voluntary tutoring before or after school, assigned tutoring during school, or group study sessions.
The vocabulary in chemistry is specific. For this reason, particular attention needs to be paid to vocabulary acquisition techniques.
However, the ability to understand and manipulate algebraic equations remains the most essential component for student success in
chemistry. For this reason, a great deal of emphasis is placed on reinforcing these math skills.
Chemistry is a subject in which concepts scaffold and build on each other. Information taught early in the year is referred to
constantly and applied throughout the year.
Whenever possible diagrams, illustrations, and animations should be used to reinforce concepts. Demonstrations are a vital strategy
in chemistry instruction and add much to the interest and understanding of the concepts. Laboratory work in which students follow
proper safety procedures and manipulate equipment correctly is a necessary component in the chemistry experience and should
comprise approximately 20% of instructional time. Acquisition of quantifiable data, proper mathematical application of the data,
manipulation of the data through graphs, and formulation of conclusions based on results should be emphasized.
The State Content Standards in Science were developed so that every student would have access to a uniform quality and quantity of
information in science; for this reason every State Standard has been retained in the District Course Description, and it is expected that
every student will achieve mastery of the information.
Districtwide ESLRs:
Students in Chemistry will progress toward attainment of the district ESLR's while completing the course work required for this class.
Self-directed Learner- Students in chemistry will recognize when they have not mastered a concept and get the appropriate help to
master it. This skill is essential to allow them to learn subsequent concepts. All students will learn laboratory safety rules, which will
protect their physical wellness in the class. Science classes will also stress the importance of ethics and honesty in producing lab
reports and other products.
Culturally Empowered Community Member- Chemistry students will learn scientific concepts through real-life examples that
stress the contributions of a diverse scientific community and the impact of those contributions on society and the environment.
Chemistry students possess knowledge, which will allow them to make informed choices about the issues, which affect their
community, state, and country.
Effective Communicator- Assignments and instructional strategies in Chemistry 1, 2 will require students to read, write, listen,
speak, and apply problem-solving skills -- both scientific and general -- throughout the course. Reading will include both textbooks
and other informational sources. Students will be expected to use correct grammar and style when producing written assignments
such as lab reports. Cooperative groups will be structured to foster good listening and speaking skills. Technology will be integrated
wherever appropriate for research, manipulation, or production of work. Since chemistry experiments generate quantifiable data the
use of symbols, formulas, graphs, and charts should be emphasized to support understanding of mathematical relationships.
Productive Individual- Laboratory experiences in Chemistry 1, 2 will require problem solving, and effective critical thinking skills
will be taught and modeled. Long term and cooperative group assignments will require students to develop successful planning, and
organizational strategies, and to learn to use resources effectively, individually and as a group.
Content Standards and Content Objectives (Essential and Extended)
1. Scientific progress is made by asking meaningful questions and conducting careful investigations.
1.1 Recognize the need for controlled tests and identify and communicate reasons for
inconsistent results, such as sources of unavoidable experimental error or uncontrolled
conditions. ( CS IAE 1b,c,j)
1.2 Formulate explanations by using logic and evidence, and recognize the cumulative nature
of scientific evidence. (CS IAE 1d,k)
1.3 Distinguish between hypothesis and theory as scientific terms and
recognize the usefulness and limitations of models and theories as scientific representations of reality, and recognize that
theories have to be changed to fit evidence. (CS IAE 1f,g,n)
1.4 Selecting and using appropriate tools and technology (such as computer probes) to perform tests, collect data,
analyze relationships, and display data is necessary in science. (CS IAE 1a)
1.5 Differentiate between accuracy and precision, using various measuring devices an data analysis an display techniques.
Demonstrate an understanding of uncertainty in measurement, and the use of significant figures to indicate it.
(CS IAE 1b)
1.6 Demonstrate the ability to solve unit conversion problems using the Factor-Label or Dimensional Analysis methods,
including temperature conversions. (CS IAE 1e)
2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows how physical and chemical
properties of the elements relate to atomic structure, known as periodicity.
2.1 Identify the three basic subatomic particles; protons, electrons and neutrons, and their relative masses and charges, and
their relative positions in the atom. (CS 1.a)
2.2 Differentiate between atomic number ( # protons) and atomic mass
(# protons + neutrons). Explain that the nucleus of
the atom is much smaller that the atom yet contains most of its mass. Include in your discussion the concept of Isotopes.
( C.S. 1. e )
2.3 Relate the position of an element in the Periodic Table to its atomic number and atomic mass, including a description of
groups and periods. (C.S. 1. a )
2.4 Use the Periodic table to identify metals, semimetals (metalloids), nonmetals, alkali metals, alkaline earth metals, halogens
and transition metals. (C. S. 1. b, c )
2.5 Relate the position of an element in the periodic table to its quantum electron configuration. ( C.S. 1.g )
2.6 Identify trends in ionization energy, electronegativity, and the relative sizes of ions and atoms from the Periodic Table.
(C.S. 1.c )
2.7 Determine the number of electrons available for bonding (valence electrons), from the atom’s position on the Periodic
Table. Differentiate between ions and stable atoms. (C.S. 1.d)
Extended Learning Objectives
2.8* Identify the lanthanides, actinides, and transactinide elements, and understand that the transuranic elements are were
man made through the use of nuclear accelerators. ( C.S. 1.f *)
2.9* Explain the experimental basis for Thomson’s discovery of the electron, Rutherford’s nuclear atom, Millikan’s oil drop
experiment, and Einstein’ explanation of the photoelectric effect. ( C.S. 1.h* )
2.10* Discuss the experimental basis for the development of the quantum theory of atomic structure and the historical
importance of the Bohr model of the atom. (C.S. 1.i* )
2.11* Understand that spectral lines are a result of transitions of electrons between energy levels. Their frequency is related
to the energy spacing between levels using Planck’s relationship ( E = h ) (C.S. 1.j*)
3. Chemical Bonds. Biological, chemical and physical properties of matter result from the ability of atoms to form bonds based on
electrostatic forces between electrons and protons, and between atoms and molecules.
3.1 Explain how atoms combine to form molecules by sharing electrons to form covalent or metallic bonds,
or by exchanging electrons to form ionic bonds. ( C.S. 2.a )
3.2 Demonstrate the ability to differentiate between ionic and covalent compounds. Be able to name these compounds.
Relate electronegativity and ionization energy to bond formation. ( C.S. 2.g )
3.3 Demonstrate that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2,
and many large biological molecules are covalent. (C.S. 2.b )
3.4 Model that salt crystals such as NaCl are repeating patterns of positive and negative ions held together
by electrostatic attraction. ( C.S. 2.c )
3.5 Explain the nature intermolecular forces in solids and liquids, to include Van der Waal, hydrogen bonding,
and their effect on volatility and boiling and melting point ( C.S. 2.h )
3.6 Demonstrate how to draw Lewis dot structures correctly. ( C. S. 2.e )
3.7. Demonstrate how the bonding characteristics of carbon lead to a large variety of structures, ranging from simple
hydrocarbons to complex polymers and biological molecules. (C.S. 10.b)
Extended Learning Objectives
3.8* Predict the shape of simple molecules from Lewis dot structures using
VSEPR. (C.S. 2.f*)
4.0 Conservation of Matter and Stoichiometry. Atoms are conserved in chemical reactions, leading to the principle of conservation of
matter. This allows us to calculate the mass of products and reactants.
4.1 Describe chemical reactions by writing balanced equations. Identify types of chemical reactions (synthesis,
decomposition, single replacement, double replacement, combustion. ( C.S 3.a )
4.2 Define the quantity of one mole so that one mole of carbon-12 atoms has a
mass of exactly 12 grams, and that one mole equals 6.023 x 10 23 particles
(atoms or molecules ) ( C.S. 3.b,c )
4.3 Determine the molar mass of a molecule from its chemical formula and a table of atomic masses, and calculate its
percentage composition. Convert the mass of a molecular substance to moles, number of particles or volume of gas at
standard temperature and pressure. ( C.S 3.d )
4.4 Calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products,
and the relevant atomic masses. ( C. S. 3.e )
4.5 Calculate the percentage yield in a chemical reaction. ( C.S. 3.f. )
5.0 Gases and their Properties. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties
of gases.
5.1 Explain that the random motion of molecules and their collisions with a surface create the observable pressure on that
surface. ( C.S 4.a )
5.2 Explain the random motion of molecules as the reason for the diffusion of gases. (C.S 4.b )
5.3 Define the values and meanings of standard temperature and pressure (STP). Convert between Celsius and Kelvin
temperature scales. ( C. S. 4. d,e )
5.4 Explain how the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its
molecules or atoms. Explain that there is no temperature lower than 0 Kelvin. (C. S. 4. f,g)
5.5 Apply the gas laws ( Boyle’s. Charles’, Gay-Lussac, Combined Gas ) to relations between the pressure, temperature,
and volume of any amount of an ideal gas or any mixture of ideal gases. (C.S. 4.c)
5.6 Apply Dalton’s Law of Partial Pressures to describe the composition of gases. (CS 4i)
5.7 Solve problems using the ideal gas law in the form PV = nRT ( C.S 4.h )
Extended Learning Objectives
5.8* Apply Graham’s Law to describe the diffusion of gases. (CS 4i*)
6.0 Solutions. Solutions are homogeneous mixtures of two or more substances.
6.1 Define solute and solvents, and distinguish between their properties Describe types of solutions. ( C.S. 6.a )
6.2 Describe the dissolving process as a result of random molecular motion. Demonstrate how temperature, pressure, and
surface area affect the dissolving process. (C.S. 6.b,c )
6.3. Calculate the concentration of a solute in terms of grams per liter, molarity, parts per million and percent composition.
(C.S. 6.d)
6.4 Explain the relationship between the molality of solute in a solution, and the solution’s depressed freezing point
or elevated boiling point. ( C.S. 6.e*)
Extended Learning Objectives
6.5* Describe how molecules in solution are separated or purified by the methods of chromatography and distillation.
(C.S. 6.f*)
7.0 Acids, bases and salts are three classes of compounds that form ions in water solutions.
7.1 Explain the observable properties of acids, bases and salt solutions. ( C. S. 5.a )
7.2 Differentiate between the Arrhenius, and Brønsted–Lowry acid base definitions. Model how acids are
hydrogen-ion-donating and bases are hydrogen- ion-accepting substances. Include the concept of
anhydrides (acid precursors ) in the discussion. ( C.S 5.b,e )
7.3 Demonstrate that strong acids and bases fully dissociate and weak acids and bases partially dissociate in aqueous solution.
Use the pH scale to characterize acid and base solutions. ( C.S 5. c,d )
7.4 Calculate pH and pOH from the hydronium and hydroxide ion concentration of a solution.
(C.S 5.f*)
7.5 Apply the concept of pH to acid-base neutralization reactions and titration calculations. (C.S 5.f*)
7.6 Discuss the implications of the Lewis acid-base definitions. (C.S 5.e)
Extended Learning Objectives
7.7* Demonstrate how buffers stabilize pH in acid-base reactions. (C.S 5.g)
8. Energy is exchanged or transformed in all chemical reactions and physical changes of matter.
8.1 Describe temperature and heat flow in terms of the motion of molecules (or atoms). (C.S. 7.a)
8.2 Demonstrate that chemical processes can either release (exothermic) or absorb (endothermic) thermal energy. (C.S. 7.b)
8.3 Explain how energy is released when a material condenses or freezes and absorbed when a material evaporates or melts.
Solve problems involving heat flow and temperature changes using known values of specific heat and latent heats of
fusion and vaporization. (C.S. 7.c/d)
Extended Learning Objectives
8.4* Apply Hess’ Law to calculate enthalpy change in a reaction. (C.S. 7.e*)
8.5* Use the Gibbs free energy equation to determine whether a reaction would be spontaneous. (C.S. 7.f*)
9. Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.
9.1 Understand that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products
with time. (C.S. 8.a)
9.2 Demonstrate how reaction rates depend on such factors as concentration, temperature, and pressure. (C.S. 8.b)
9.3 Describe the role a catalyst plays in increasing the reaction rate. (C.S. 8.c)
9.4 Model the definition and role of activation energy in a chemical reaction. (C.S. 8. d*)
10.
Chemical equilibrium is a dynamic process at the molecular level.
10.1 Use LeChatelier’s Principle to predict the effect of changes in concentration, temperature and pressure.
(C.S. 9.a)
10.2 Demonstrate how equilibrium is established when forward and reverse reaction rates are equal. (C.S. 9.b)
Extended Learning Objective
10.3* Write and calculate an equilibrium constant expression for a reaction. (C.S. 9.c*)
11. Identify reactions that involve oxidation and reduction and demonstrate how to balance oxidation-reduction reactions.
11.1 Assign oxidation states to elements.
11.2 Balance redox reactions using half- the reaction method.
11.3. Identify the components of an electrochemical cell.
12. Describe nuclear processes as those in which an atomic nucleus changes, including radioactive decay of naturally occurring and
human-made isotopes.
12.1 Explain that some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions.
12.2 Compare and contrast the three most common forms of radioactive decay (alpha, beta, and gamma) and know how
the nucleus changes in each type of decay.
12.3 Explain how alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have
different penetrating ability.
CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations.
CONTENT OBJECTIVE: 1.1 Recognize the need for controlled tests and identify and communicate reasons for inconsistent
results, such as sources of unavoidable experimental error or uncontrolled conditions. ( CS IAE
1b,c,j)
Prerequisites: Understanding of the Scientific Method
Prerequisite Vocabulary: experiment, error, calculate, measurement, observation
Essential, New Vocabulary: control, experimental error, data, analysis, theory, natural law,
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Typical Time Range:
Deconstructed Standard:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Experimental Design:
Sample Assessment *
Multiple Choice
A scientist wants to determine which of three fertilizers works best
with tomato plants. She measures out soil, fertilizer, and water, and
plants the tomato seeds. She then measures the growth of each
plant. The results are inconclusive. What are some possible sources
of error?
a.
b.
c.
d.
Suggested Instructional
Resources
WOC 1.3-1.5,
pgs. 8-14
Weighing and measuring
Amount of oxygen in the air
The plants died.
All of the above.
Constructed Response
A food scientist wishes to determine which brand of popcorn pops
the best. Which conditions must be controlled in this experiment to
prevent experimental error?
Authentic/Real World Performance
A scientist wishes to find out which of three fertilizers works best
to grow tomato plants. Design an experiment to find out which
fertilizer works best. Include a materials/equipment list, problem
statement, hypothesis, procedure (with drawings), data table
WOC 1.3-1.4,
pgs. 8-11
SUHSD Lab
WOC 13.6,
pgs. 420- 425
SUHSD Lab
WOC 1.3-1.4,
pgs. 8-11
A scientist wishes to
find out which of three
fertilizers works best to
grow tomato plants.
Design an experiment to
find out which fertilizer
works best. Include a
materials/equipment list,
problem statement,
hypothesis, procedure
(with drawings), data
table template, and
graph template. Identify
sources of potential error
in the experiment and
which conditions must
be controlled to evaluate
data correctly.
A food scientist
wishes to determine
which brand of popcorn
pops the best. Which
conditions must be
controlled in this
experiment
to prevent
experimental error?
template, and graph template. Identify sources of potential error
in the experiment and which conditions must be controlled to
evaluate data correctly.
Comments:
CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations.
CONTENT OBJECTIVE: 1.2 Formulate explanations by using logic and evidence, and recognize the cumulative nature of
scientific evidence. (CS IAE 1d,k)1.
Prerequisites:
Prerequisite Vocabulary: theory, natural law, analyze,
Essential, New Vocabulary: hypothesis, conclusion, variable
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Laboratory: A researcher wishes to find out what causes phenol red to turn to a different color-yellow. She sets up a series of 6 test
tubes. How could you determine what causes phenol red to turn yellow?
Raise 1 strand of Elodea in a water filled inverted test tube in sunlight. Set up an identical test tube without Elodea. After several
days the following differences occur in the tubes. Discuss your results relative to the Joseph Priestly experiment above.
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Joseph Priestly worked with gases in 1770. He placed mice in two
sealed chambers, one with plants and one without. In the chamber
with no plants the mouse died; in the chamber with plants the mouse
lived. He could have interpreted this to mean:
a. the plants added something that the mouse needed.
b. the plants removed something that hurt the mouse.
c. both a and b.
d. neither a nor b.
Suggested Instructional
Resources
WOC 1.3-1.4,
p.8-10
Raise 1 strand of Elodea in a water filled inverted test tube in
sunlight. Set up an identical test tube without Elodea. After several
days the following differences occur in the tubes. Discuss your
results relative to the Joseph Priestly experiment above.
A. A researcher wishes to find out what causes phenol red to turn to a
different color-yellow. She sets up a series of 6 test tubes.
"What causes phenol red to change color?"
According to the results of this experiment, what causes phenol
red to turn yellow? What is the evidence? How could the
experiment be improved to be more conclusive?
B. Experiment with phenol red to determine what makes it turn from
red to yellow.
SUHSD Lab:
Comments:
CONTENT STANDARD: 1.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
CONTENT OBJECTIVE: 1.3
Distinguish between hypothesis and theory as scientific terms and recognize the usefulness and
limitations of models and theories as scientific representations of reality, and recognize that theories have
to be changed to fit evidence. ( CS IAE 1f,g,n)
Prerequisites:
Prerequisite Vocabulary: natural law, theory, hypothesis, experiment, data, variable, control
Essential, New Vocabulary:
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Investigate the Theory of Relativity, the Theory of Plate Tectonics, the Theory of Evolution, the Theory of the
Atom, and the Theory of Gravitation. Why are they considered theories, not laws, and what are the hypothesis upon
which they are based? How have these theories changed as scientists have accumulated more and better data?
What are some of the uses and limitations of analogies, models and theories in science?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The difference between the science definition of theory and the
nonscience definition of theory is that:
a. an unscientific theory is not supported with large amounts of
evidence.
b. a scientific theory is supported by huge amounts of evidence.
c. a and b
d. none of the above.
Constructed Response
What are some of the uses and limitations of analogies, models and
theories in science?
Authentic/Real World
Performance
Investigate the Theory of Relativity, the Theory of Plate Tectonics,
the Theory of Evolution, the Theory of the Atom, and the Theory
of Gravitation. Why are they considered theories, not laws, and
what are the hypothesis upon which they are based? How have
these theories changed as scientists have accumulated more and
better data?
Suggested Instructional
Resources
WOC 1-5,
pg. 12
Internet Activity
Comments:
CONTENT STANDARD: 1.
Scientific progress is made by asking meaningful questions and
conducting careful investigations.
CONTENT OBJECTIVE: 1.4
Selecting and using appropriate tools and technology (such as computer probes) to perform tests, collect
data, analyze relationships, and display data is necessary in science. (CS IAE 1a)
Prerequisites: graphing, computer competency
Prerequisite Vocabulary: experiment, data, analyze, dependent and independent variable, range, mean average
Essential, New Vocabulary: probe,
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Laboratory: A scientist wishes to find out which of three fertilizers works best to grow tomato plants. Design an experiment to find out
which fertilizer works best. Include a materials/equipment list, problem statement, hypothesis, procedure (with drawings),
data table template, and graph template.
Written Assignment: Diagram and describe how to use a meter stick to measure objects of different sizes.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
In order to find the volume of a liquid accurately use a(n)_________
while to find the mass of an object use a(n) _____________
a.
b.
c.
d.
Suggested Instructional
Resources
WOC 5.2-3
pgs. 116-120
balance, graduated cylinder.
Erlenmeyer flask, balance.
graduated cylinder, balance.
beaker, graduated cylinder.
Constructed Response
Diagram and describe how to use a meter stick to measure
objects of different sizes.
WOC 5.2-3
pgs. 118-122
Authentic/Real World
Performance
A scientist wishes to find out which of three fertilizers works best
to grow tomato plants. Design an experiment to find out which
fertilizer works best. Include a materials/equipment list, problem
statement, hypothesis, procedure (with drawings), data table
template, and graph template.
WOC 5.2-3
pgs118-122
WOC 1.3-1.4,
pgs. 8-11
Comments:
CONTENT STANDARD: 1.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
CONTENT OBJECTIVE: 1.5
Differentiate between accuracy and precision, using various measuring devices an data analysis an display
techniques. Demonstrate an understanding of uncertainty in measurement, and the use of significant
figures to indicate it. (CS IAE 1b)
Prerequisites: data analysis, calculation,
Prerequisite Vocabulary: experimental error, control, mean average
Essential, New Vocabulary:
Resources for Teaching the Objective: accuracy, precision, percent error, significant figures, estimate,
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Diagram the results of an archer shooting 6 arrows at a target
whose results are:
a. accurate, but not precise.
b. precise, but not accurate.
c. accurate and precise.
Written Assignment: When a measuring scale is used properly to the limit of precision, the last significant digit recorded for the
measurement is said to be uncertain. Explain.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Given measurements of 5.73217, 5.7322, 5.732, 5.73, and 5.7321,
how many significant digits should be shown in the calculated
average?
Suggested Instructional
Resources
WOC 5.4-5.5,
pgs. 122-129
a. 6
b. 5
c. 4
d. 3
Constructed Response
When a measuring scale is used properly to the limit of precision,
the last significant digit recorded for the measurement is said to be
uncertain. Explain.
WOC 5.4,
pgs. 122-124
Authentic/Real World
Performance
A. Diagram the results of an archer shooting 6 arrows at a target
whose results are:
a. accurate, but not precise.
b. precise, but not accurate.
c. accurate and precise.
d.
Lab Exp. For WOC
pgs. 57-58
B. Measuring a Book? Precisely!- Experiment 19
C. Measurement and Density Lab- Experiment 21
Lab Exp. For WOC
pgs. 63-65
Comments:
CONTENT STANDARD: 1.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
CONTENT OBJECTIVE: 1.6
Demonstrate the ability to solve unit conversion problems using the Factor-Label or Dimensional Analysis
methods, including temperature conversions. (CS IAE 1e)
Prerequisites: Knowledge of the SI system units and prefixes, converting SI units
Prerequisite Vocabulary: equivalence statement,
Essential, New Vocabulary: conversion factor, factor-label method, dimensional analysis
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Activity: Using the known physical constants (freezing and boiling points of water), construct a temperature scale that includes
both points, has a reasonable number of units, and is interconvertible with oF, oC, and K scales.
An American physician and a British colleague are consulting about a feverish patient via Internet. What conversion factors are
needed by each doctor to allow for proper treatment?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
There are 14 arfs/woof; 18 grunts/5 woofs; 1 grunt/ 7 oops;
3 oops/ 2 umps, and 1 ump/ 9 slurps. How many slurps are
there per arf?
Suggested Instructional
Resources
WOC 5.6-7,
pgs. 130-142
a. 9.8
b. 10.8
c. 11.8
d. 12.8
Constructed Response
An American physician and a British colleague are consulting
about a feverish patient via Internet. What conversion factors are
needed by each doctor to allow for proper treatment?
WOC 5.7,
pgs. 135-142
Authentic/Real World
Performance
A. Using the known physical constants (freezing and boiling points
of water), construct a temperature scale that includes both points,
has a reasonable number of units, and is interconvertible with oF,
o
C, and K scales.
Lab Exp. For WOC
Pgs. 59-62
B. Conversion Factors- Experiment 20
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.1 Identify the three basic subatomic particles; protons, electrons and neutrons, and their relative masses
and charges, and their relative positions in the atom. (CS 1.a)
Prerequisites:
Prerequisite Vocabulary: atom, element, ion
Essential, New Vocabulary: metals, nonmetals, metalloids, groups, periods
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Use a diagram to represent a model of an atom of Fluorine. Identify how many of each particle it has as well as
label the location (nucleus, 1st energy level, 2nd energy level) where you find them.
Use a diagram to represent a model of an atom of Fluorine. Identify how many of each particle it has as well as label the location
(nucleus, 1st energy level, 2nd energy level) where you find them.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Using a Periodic Table, tell how many protons, electrons and
neutrons are present in an atom of Potassium K39
a.
b.
c.
d.
Suggested Instructional
Resources
WOC
39, 19, 19
19, 19, 20
19, 20, 19
19, 19, 19.
pgs. 5559
Constructed Response
2. Written Assignment/Constructed Response
Use a diagram to represent a model of an atom of Fluorine.
Identify how many of each particle it has as well as label the location
(nucleus, 1st energy level, 2nd energy level) where you find them.
Authentic/Real World
Performance
WOC 3.5-3.6,
pgs. 55-59
Comments:
CONTENT STANDARD:
2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.2 Differentiate between atomic number ( # protons) and mass number (# protons + neutrons). Explain
that the nucleus of the atom is much smaller that the atom yet contains most of its mass. Include in
your discussion the concept of Isotopes. ( C.S. 1. e )
Prerequisites:
Prerequisite Vocabulary: protons, electrons, neutron, isotope
Essential, New Vocabulary: atomic mass, atomic number, atomic mass unit (amu)
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Use diagrams to compare between the three different isotopes of Hydrogen: Protium, Deuterium and Tritium. In
your diagrams include all of the subatomic particles they each have.
Modeling: Construct isotope models of an element. Differentiate between the protons and neutrons present in each model.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
1. Multiple Choice:
An element that has 18 protons, 18 electrons, and 22 neutrons will have
a mass number of:
a.
b.
c.
d.
WOC 3.5,
pgs. 55-58
18
22
40
58
Constructed Response
2. Constructed Response:
An atom of Chlorine has a mass of 37 a.m.u. Use a Periodic Table to ,
find the number of protons, electrons and neutrons this atom has. Show
how you found the number of each of the particles. Because of the
difference in mass, this atom will be known as an ___________ of
Chlorine
Authentic/Real World
Performance
Suggested Instructional
Resources
3. Performance/Authentic Assessment:
A. Use diagrams to compare between the three different isotopes of ,
Hydrogen; Protium, Deuterium and Tritium. In your diagrams
include all of the subatomic particles they each have.
B. Construct isotope models of an element. Differentiate between the ,
protons and neutrons present in each model.
WOC 3.8
pg. 64
WOC 3.7
pgs. 60- 63
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.3 Relate the position of an element in the Periodic Table to its atomic number and atomic mass,
including a description of groups and periods. (C.S. 1. a)
Prerequisites:
Prerequisite Vocabulary: groups, periods,
Essential, New Vocabulary: periodicity Law
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: A chemist has discovered a new element “M.” It has a larger Atomic mass than Z, but just one more proton in
its nucleus. Fill the corresponding box for the most likely position of element M in the Periodic Table diagram.
Game: Chemical Bingo- Students design a 'Chemo' game providing descriptive clues about an element--- its properties, period number,
number of protons, neutrons, or electrons.
Using the same diagram as a Periodic table, fill the proper space with the letter “B” to represent an element that belongs to the same
group as element X, but is found in one higher period.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
1. Multiple Choice:
Using the diagram below as a model of a Periodic Table and
looking at the position of elements X, Y and Z, you would expect:
Suggested Instructional
Resources
WOC 3.8-9,
pgs. 63-70
a. Z to have a smaller atomic number than X
b. X to have a larger atomic mass than Y
c. X and Y to have similar atomic masses
d. Z to have a larger atomic number than Y
Constructed Response
2. Constructed Response:
Using the same diagram as a Periodic table, fill the proper space with
the letter “B” to represent an element that belongs to the same
group as element X, but is found in one higher period.
Authentic/Real World
Performance
3. Performance/Authentic Assessment:
A. A chemist has discovered a new element “M.” It has a larger
Atomic mass than Z, but just one more proton in its nucleus.
Fill the corresponding box for the most likely position of element
M in the Periodic Table diagram.
WOC 3.8-9,
pgs. 63-70
WOC 3.8-9,
pgs. 63-70
SUHSD Activity
B. Chemical Bingo- Students design a 'Chemo' game providing
descriptive clues about an element--(properties, period number,
number of protons, neutrons, or electrons.
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.4
Use the Periodic table to identify metals, semimetals (metalloids), nonmetals, alkali metals, alkaline earth
metals, halogens and transition metals. (C. S. 1. b, c )
Prerequisites:
Prerequisite Vocabulary: periods, groups, horizontal rows, vertical columns, chemical and physical properties,
group numbers
Essential, New Vocabulary: malleability, ductility, conductors, “stair-step line”
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Rank the following elements to show increasing metallic character: Ga, Br, Se, As.
As you move from left to right along period 4 of the Periodic Table describe how the classification changes (metals, non-metals,
metalloids) for the different elements.
Assessment and Practice
Format Specifications
Multiple Choice
Suggested Instructional
Resources
Sample Assessment *
1. Multiple Choice:
Using a Periodic Table, identify which of the following Group 15
elements has the most metallic properties.
,
WOC 3.8; 11.11
pgs. 63-66, 349
a. Bi
b. P
c. Sb
d. N
Constructed Response
2. Constructed Response:
As you move from left to right along period 4 of the Periodic Table
describe how the classification changes (metals, nonmetals, metalloids)
for the different elements.
Authentic/Real World
Performance
A. Rank the following elements to show increasing metallic
character: Ga, Br, Se, As.
B. Classifying Elements- Experiment 13
WOC 3.8,
pgs. 63-66
Lab Exp. For WOC
pgs. 42-45
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.5
Relate the position of an element in the periodic table to its quantum electron configuration. ( C.S. 1.g )
Prerequisites:
Prerequisite Vocabulary: periods, electrons
Essential, New Vocabulary: sublevels, electromagnetic spectrum, principal energy levels, oritals
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Complete the Aufbau diagram for Sulfur.
Laboratory: Using a hydrogen discharge tube and spectroscope, draw the visible spectrum of H and relate it to possible excited electron
configurations.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Consider the following electron configurations for two different
electrons in a ground-state atom of phosphorus: 3, 1, +1 and 3, 1,-1
Which is a correct comparison of these elements?
Suggested Instructional
Resources
WOC 11.4-11.10,
pgs. 328-347
a. These electrons have different energies and occupy different orbitals.
b. These electrons have the same energy and occupy the same orbital.
c. These electrons have the same energy and occupy different orbitals.*
d. These electrons have the same energies and occupy different sublevels.
Constructed Response
Complete the Aufbau diagram for Sulfur.
Authentic/Real World
Performance
Using a hydrogen discharge tube and spectroscope, draw the visible
spectrum of H and relate it to possible excited electron configurations.
WOC 11.8-11.10,
pgs. 337-347
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.6
Identify trends in ionization energy, electronegativity, and the relative sizes of ions and atoms from the
Periodic Table. ( C.S. 1.c )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: A scientist has discovered an element with an atomic number of 20. How does the atomic radius and ionization
energy of this element compare to that of Rb?
Consider the three elements B, N, and O. Using only a Periodic Table, rank these elements in order:
a. from largest atomic radius to smallest atomic radius
b. from largest ionization energy to smallest ionization energy
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The first ionization energy is defined as the energy that must be
absorbed to remove the outermost electron of an atom. The ionization
energy:
a.
b.
c.
d.
Suggested Instructional
Resources
WOC 11.11,
pgs. 348-352
Decreases as we move from left to right in the Periodic Table.
Increases as we move from left to right in the Periodic Table.
Decreases as we move up the Periodic Table.
Increases as we move up and from right to left on the Periodic Table.
Constructed Response
Consider the three elements B, N, and O. Using only a Periodic Table,
rank in order these elements from:
c. largest atomic radius to smallest atomic radius
d. largest ionization energy to smallest ionization energy
Authentic/Real World
Performance
A scientist has discovered an element with an atomic number of 20.
How does the atomic radius and ionization energy of this element
compare to that of Rb?
WOC 11.11,
pg. 350
WOC 11.11
pgs. 348-352,
Comments:
CONTENT STANDARD: 2. The Periodic Table organizes the elements by increasing atomic number. The Periodic Table shows
how physical and chemical properties of the elements relate to atomic structure, known as periodicity.
CONTENT OBJECTIVE: 2.7 Determine the number of electrons available for bonding (valence electrons), from the atom’s
position on the Periodic Table. Differentiate between ions and stable atoms. (C.S. 1.d )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective: World Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Written Assignment: Write down the electron configuration for a Bromine atom, Br, and a Bromine ion, Br -.
Written Assignment: Make diagrams depicting the stable vs. the ionic form of an element.
Written Assignment: How many valence electrons does an element in group16 of the Periodic Table have?
What is the most common oxidation number (ion charge) for this element?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
An element has an electron configuration of 1s2 2s2 2p6 3s2 3p1. How
many electrons can this element donate when it forms an ionic bond?
a.
b.
c.
d.
Constructed Response
Suggested Instructional
Resources
WOC 11.9-10,
pgs. 339-347
13
2
3
1
A. Write down the electron configuration for a Bromine atom, Br, and a
Bromine ion, Br -.
WOC 11.10,
pgs. 343-347
B. Make diagrams depicting the stable vs. the ionic form of an element.
WOC 11.10
Authentic/Real World
Performance
How many valence electrons does an element in group 16 of the
Periodic Table have? What is the most common oxidation number
(ion charge) for this element?
WOC 11.9
pg. 343
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules.
CONTENT OBJECTIVE: 3.1 Explain how atoms combine to form molecules by sharing electrons to form covalent or metallic
bonds, or by exchanging electrons to form ionic bonds. ( C.S. 2.a )
Prerequisites: periodic table, electron dot structure
Prerequisite Vocabulary: proton, electron, neutron, element, molecule, metal, nonmetal, alkali metal, alkaline-earth metal,
halogen,noble gas, octet rule , duet rule, electron configuration, valence electrons, main energy level, sublevel,
Essential, New Vocabulary: ion, anion, cation, ionic bond , ionic compound, bond energy, covalent bond, covalent
compound,metallic bond
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Typical Time Range: Standard: 24
Performance Standard: Answer 4/5 correctly
traditional class periods
traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Concept Review and Practice:
Electron configurations (especially s/p electrons)
Objective: 3
Possible Instructional Strategies
Written Assignment: When you dissolve table salt, NaCl, in water, H2O, the sodium ion will be attracted by the oxygen atom in the
water molecule. What will happen to the chloride ion? Explain why this happens. Complete the following
diagram to help you answer.
Written Assignment: During an experiment two elements react with each other. You have just invented a new instrument that gives you
an 85% probability prediction that electrons have been shared between these two elements. What type of bond
was most likely formed, and are these atoms most likely to be considered metals, non-metals, or transition
metals. Explain your answer.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
1. Multiple Choice:
Which compound has the greatest degree of ionic character?
a. NaF
b. MgF2
c. AlF3
d. SiF4
Constructed Response
Authentic/Real World
Performance
2. Constructed Response:
When you dissolve table salt, NaCl, in water, H2O, the sodium ion
will be attracted by the oxygen atom in the water molecule. What will
happen to the chloride ion? Explain why this happens. Complete the
following diagram to help you answer.
A. During an experiment two elements react with each other. You have
just invented a new instrument that gives you an 85% probability
prediction that electrons have been shared between these two
elements. What type of bond was most likely formed, and are these
atoms most likely to be considered metals, non-metals, or transition
metals. Explain your answer.
B. Forming and Naming Ionic Compounds- Exp. 15
Suggested Instructional
Resources
WOC 3.10- 3.11,
pgs.71-78
WOC 12.1-12.2,
pgs. 359-363
WOC 12.1, pgs.
Pg. 360
15. 1 467-468
Lab Exp. For WOC
pgs. 48-49
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules.
CONTENT OBJECTIVE: 3.2 Demonstrate the ability to differentiate between ionic and covalent compounds. Be able to name
these compounds. Relate electronegativity and ionization energy to bond formation. ( C.S. 2.g )
Prerequisites: Ionic/covalent compound, electronegativity, ionization energy
Prerequisite Vocabulary: electronegativity, ionization energy, metal, nonmetal
Essential, New Vocabulary: Nomenclature, binary type 1 ionic compound, binaryt ype 2 ionic compound, binary (type 3) covalent
compound, polyatomic ion, ternary compound, acid nomenclature
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Typical Time Range:
Performance Standard: Answer 4/5 correctly
Standard: 24 traditional class periods
Objective: 4 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Concept Review and Practice: : Objectives 1.5-1.7
Possible Instructional Strategies
Written Assignment: In the following pairs of atoms; Ba and I,
K and Cl, Br and Cl, Li and I, identify:
a) which pair is the most likely to share electrons.
b) what type of bond this will form.
c) the name of the compound formed and the correct
chemical formula for this compound.
Written Assignment: Arrange the following pairs of elements to show increasing polar covalent character:
H-Cl, H-Br, H-F, H-I
Written Assignment: Comparing melting point and solubility of organic vs. ionic compounds.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The degree by which atoms form ionic or covalent bonds can be
estimated by comparing:
pgs.
a. Ionization energy differences
b. Electron Affinity differences
c. Electronegativity differences
d. Atomic radius differences
Suggested Instructional
Resources
12.2, pgs.
361-363
Constructed Response Of Identify from the following pairs of atoms: Ba and I, K and Cl, Br and Cl,
Li and I:
a. the pair most likely to share electrons.
b. the type of bond this pair will form.
c. the name of the compound formed and the correct
chemical formula for this compound.
Authentic/Real World
Performance
A. Arrange the following pairs of elements to show increasing polar
covalent character:
WOC 12.2,
pgs. 361-363
WOC 12.3,
pgs. 364-365
H-Cl, H-Br, H-F, H-I
B. Comparing melting point and solubility of organic vs. ionic
compounds
Holt Modern Chemistry
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules.
CONTENT OBJECTIVE: 3.3 Demonstrate that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2,
N2, Cl2, and many large biological molecules are covalent.( C.S. 2.b )
Prerequisites: Covalent bond, Biological molecules
Prerequisite Vocabulary: covalent bond
Essential, New Vocabulary: single, double, triple bonds
Resources for Teaching the Objective: World of Chemistry
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Objective 2.2
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Consider the following molecules: CHCl3, H2CO, C2H6, C2H4, C2H2, H3COH.
Identify all the ones that will contain a double covalent bond and explain your selections.
Which of these statements correctly compares bonds with equal sharing of electrons to bonds with unequal sharing of electrons?
Explain your answer.
I. Bonds with equal sharing of electrons are weaker.
II. Bonds with equal sharing of electrons have lower bond energies.
III. Bonds with equal sharing of electrons are associated with smaller
electronegativity differences between atoms.
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Sample Assessment *
How many covalent bonds will you find in the following molecule
H2CCH2?
a. 4
b. 3
c. 6
d. 5
Which of these statements correctly compares bonds with equal sharing
of electrons to bonds with unequal sharing of electron?
Explain your answer.
Suggested Instructional
Resources
WOC 12.1-12.3,
pgs. 359-365
WOC 12.2,
pgs. 361-363
I. Bonds with equal sharing of electrons are weaker.
II. Bonds with equal sharing of electrons have lower bond energies.
III. Bonds with equal sharing of electrons are associated with smaller
electronegativity differences between atoms.
Authentic/Real World
Performance
A. Consider the following molecules: CHCl3, H2CO, C2H6, C2H4,
C2H2, H3COH. Identify all the ones that will contain a double
covalent bond and explain your selections.
B. Build different molecular models.
WOC 12.10,
pgs. 390-391
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules.
CONTENT OBJECTIVE:
3.4 Model that salt crystals such as NaCl are repeating patterns of positive and negative ions held
together by electrostatic attraction. ( C.S. 2.c )
Prerequisites: Ionic bond, crystals
Prerequisite Vocabulary: cation, anion,
Essential, New Vocabulary: Crystal structure
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
You have isolated a crystalline substance in the laboratory. In order to identify it, you conduct several tests. So far, these are some
of the test results: it is soluble in water, and conducts electricity in a water solution and in the molten state. Now you are going to
measure its melting point and its solubility in organic solvents. What do you predict are going to be the results of these two tests?
Do you think you have a covalent or ionic crystal?
Potassium iodide, KI, has a unit cell similar to that of NaCl. Describe what is the expected crystal lattice you will see in KI. How many
K+ ions are going to be surrounded by the I - ion , and vice versa?
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Solids tend to crystallize following a definite three-dimensional
geometric pattern. Which statement best fits an explanation of what
determines the type of lattice in ionic crystals?
Suggested Instructional
Resources
WOC 3.11; 12.5,
pgs. 75-78; 369370
a. The atomic radius of the non-metal determines the shape of the
crystal.
b. The radius of the cation, in relationship to the anion radius,
determine the type of crystal lattice.
c. The force of attraction between the metal and non-metal atoms
determine the type of crystal lattice.
d. The chemical formula of the ionic compound determines the
type of the crystal lattice.
Potassium iodide, KI, has a unit cell similar to that of NaCl. Describe
what is the expected crystal lattice you will see in KI. How many
K+ ions are going to be surrounded by the I - ion , and vice versa?
You have isolated a crystalline substance in the laboratory. In order to
identify it, you conduct several tests. So far, these are some of the test
results: it is soluble in water, and conducts electricity in a water
solution and in the molten state. Now you are going to measure its
melting point and its solubility in organic solvents. What do you
predict are going to be the results of these two tests? Do you think
you have a covalent or ionic crystal?
B. Authentic Assessment: Students can grow crystals of different
compounds.Use a microscope to observe units cells that can be grown
on glass microscope slides. Compare the shapes and colors of the
WOC 3.11
pgs. 75-77
WOC 12.1,
pgs. 360-361
SUHSD Lab:
"Growing Crystals"
different crystals.
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules
CONTENT OBJECTIVE: 3.5 Explain that in a liquid the intermolecular forces are weaker than in a solid, so that the molecules
can move in a random pattern relative to one another. ( C.S. 2.d )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
The states of matter depend on molecular motion. In solids, atoms are locked in position; in liquids, the atoms and molecules are more
loosely connected; in gases, atoms are free to move independently
Formal Assessments: District EOC,
CST Test
Typical Time Range:
Performance Standard: Answer 4/5 correctly
: Standard: 24 traditional class periods
Objective: 3 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Concept Review and Practice:
Phases of matter; basic kinetic theory; temperature
Possible Instructional Strategies
Explain in terms of the different intermolecular forces factors why:
a. C2H6 has a higher boiling point than CH4
b. NH3, H20, and HF have increasing boiling points.
Describe each of the three different types of intermolecular forces.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Complete the following statement, “The stronger the intermolecular
forces:
a. the lower the boiling point of the substance."
b. the lower the polarity of the substance."
c. the higher the boiling point of the substance."
d. the easiest it is to separate its atoms."
Constructed Response
Describe each of the three different types of intermolecular forces.
Authentic/Real World
Performance
Explain in terms of the different intermolecular forces factors why:
a. C2H6 has a higher boiling point than CH4
b. NH3, H20, and HF have increasing boiling points.
Suggested Instructional
Resources
WOC 14.1-2,
pgs. 442-444
Comments:
CONTENT STANDARD: 3. Chemical Bonds--Biological, chemical and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms
and molecules.
CONTENT OBJECTIVE: : 3.6 Demonstrate how to draw Lewis dot structures correctly. (C. S. 2.e)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Electron configurations; bonding theories
Typical Time Range:
Performance Standard: Answer 4/5 correctly
: Standard: 24 traditional class periods
Objective: 5 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A scientist is studying a molecule with the molecular formula C2H6O. The scientist is getting different test values on different days
so she suspects there may be two different compounds with the same formula. Draw Lewis dot structures for each of the two possible
compounds.
Dr
Draw the Lewis dot structures for the following molecules:
a) CH3Cl
b) NH3
c) CO2
d) SO2
e) PO4 3-
Assessment and Practice
Format Specifications
Multiple Choice
.. ..
Suggested Instructional
Resources
Sample Assessment *
Which of the following is the best electron – dot diagram for
hydrogen bromide, HBr ?
WOC 12.6-12.8,
Pgs.371-382
a. H Br
b. H::Br:
c. H : Br:
d. HBr:
Constructed Response DrDraw the Lewis dot structures for the following molecules:
a) CH3Cl
b) NH3
c) CO2
d) SO2
e) PO4 3-
WOC 12.8,
371Pgs.371-382
WOC 12.6-
Authentic/Real World
Performance
A scientist is studying a molecule with the molecular formula C2H6O.
The scientist is getting different test values on different days so she
suspects there may be two different compounds with the same formula.
Draw Lewis dot structures for each of the two possible compounds.
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE: 3.7. Demonstrate how the bonding characteristics of carbon lead to a large variety of structures,
ranging from simple
hydrocarbons to complex polymers and biological molecules. (C.S. 10.b)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: 4. Conservation of Matter and Stoichiometry.-- Atoms are conserved in chemical reactions, leading to the
principle of conservation of matter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: :
4.1 Describe chemical reactions by writing balanced equations. Identify types of chemical reactions
(synthesis, decomposition, single replacement, double replacement, combustion). (C.S 3.a)
Prerequisites: Reactant atoms and molecules interact to form products with different chemical properties.
Prerequisite Vocabulary: metal, nonmetal, oxidation number, ionic bonds, covalent bonds, charge, chemical formula,
bonding
Essential, New Vocabulary: synthesis, decomposition, single replacement, double replacement, combustion, chemical reaction,
chemical equation, molecular formula, balance (chemical equations), reactants, products, reagents
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
In the laboratory a chemical reaction is carried out between magnesium chloride (aq) and silver nitrate (aq). Write a complete
chemical equation that represents this reaction, predict the products of the reaction, and balance the equation.
Balance the following equation:
____ Al (s) + ___ O2 ( g)
____ Al2O3 ( s)
Assessment and Practice
Format Specifications
Multiple Choice
Suggested Instructional
Resources
Sample Assessment *
The reaction of element Y ( * ) with element Z ( # ) is represented in the
following diagram: (3.1)
Which equation properly describes the reaction between Y and Z?
A. 6Y + 4Z
C. 6Y + 4Z
Y3Z6
3Y2Z + Z
B. 6Y + 4Z
Z3Y3
D. 3Y + 2Z
2Y2Z + 2Z
WOC 7.3,
pgs. 200- 207
WOC 8.6-8.7,
pgs. 235-242
Constructed Response
Balance the following equation:
____ Al (s) + ___ O2 ( g)
Authentic/Real World
Performance
____ Al2O3 ( s)
A. In the laboratory a chemical reaction is carried out between
magnesium chloride (aq) and silver nitrate (aq). Write a complete
chemical equation that represents this reaction, predict the products
of the reaction, and balance the equation.
B. Students can perform a paper activity where they cut out models of
ions, and match them up properly with complementary ions to predict
correct formulas of listed compounds.
C. Students can perform a lab. activity that demonstrates the Law of
Conservation of Mass-Energy.
D. Perform an activity where different kinds of chemical reactions are
observed and the students have additional experience in writing, and
Lab Exp. For WOC
Pgs. 80-83
balancing equations.
E. Interpreting Chemical Reactions- Experiment 27
Comments:
CONTENT STANDARD: 4. Conservation of Matter and Stoichiometry. Atoms are conserved in chemical reactions, leading to the
principle of conservation of matter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: 4.2 Define the quantity of one mole so that one mole of carbon-12 atoms has a mass of exactly 12 grams,
and that one mole equals 6.023 x 10 23 particles ( atoms or molecules ) (C.S. 3.b, c)
Prerequisites:
Prerequisite Vocabulary: mass, isotope, atom, molecule, protons, neutrons, electrons, atomic number
Essential, New Vocabulary: atomic mass, mole, molar mass, amu (atomic mass unit), Avogadro’s number
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
If the dot under a question mark has a mass of 1 x 10 –6 grams, and you assume it is carbon, how many atoms are required to make
such a dot?
Calcu
CalcC
Calculate both the number of moles and the mass in grams in each of the following:
a) 4.01 x 10 23 formula units of NaOH
b) 1.20 x 10 24 molecules of CO2
c) 3.01 x 10 23 ions of K+
Assessment and Practice
Format Specifications
Multiple Choice
Suggested Instructional
Resources
Sample Assessment *
What is the total number of neon atoms contained in 20.2 grams of
gas?
a.
b.
c.
d.
1.01 x 10 24
2.02 x 10 24
3.01 x 10 23
6.02 x 10 23
Neon
W
6.1-6.3,
pgs.
153-164
Constructed Response
Calculate both the moles and grams in each of the following:
a) 4.01 x 10 23 formula units of NaOH
b) 1.20 x 10 24 molecules of CO2
c) 3.01 x 10 23 ions of K+
Authentic/Real World
Performance
A. If the dot under a question mark has a mass of 1 x 10 –6 grams, and
you assume it is carbon, how many atoms are required to make
such a dot?
B. The Bean Lab- Experiment 22
C. Magnesium Sulfate Lab
Lab Exp. For WOC
Pgs . 66-68
Comments:
CONTENT STANDARD: 4.0 Conservation of Matter and Stoichiometry.-- Atoms are conserved in chemical reactions, leading to
the principle of conservation ofmatter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: 4.3 Determine the molar mass of a molecule from its chemical formula and a table of atomic masses,
and calculate its percentage composition. Convert the mass of a molecular substance to moles,
number of particles or volume of gas at standard temperature and pressure. ( C.S 3.d )
Prerequisites:
Prerequisite Vocabulary: atomic mass, molar mass, atomic number, chemical formula, moles, factor label, unit conversions
Essential, New Vocabulary: molecular formula, percent composition, Avogadro’s number, STP (standard temperature and
pressure), mmHg, atmospheres (atm)
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A student was asked to find the number of moles and formula units present in 150.2 grams of the following substance, Al(C2H3O2)3.
The student started the process by finding the molar mass of this substance.
The calculations were:
1 Al x 27 = 27
5 C x 12 = 60
6 H x 1.01 = 6.06
5 O x 16 = 80
Molar mass = 27 + 60 + 6.06 + 80
= 173.06 a.m.u
a) Is this the correct molar mass? Explain your reasoning.
b) Continue the work to find the correct number of moles and formula units in the 150.2 grams of the substance.
c) Name this substance.
d) Calculate the percentage of Oxygen in the compound.
A drop of water contains approximately 3.01 x 10 21 molecules. What is the mass of the drop of water?
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Sample Assessment *
What is the volume, in liters, of 576 grams of SO2 gas at STP?
a. 101 L
b. 202 L
c. 216 L
d. 788 L
A student was asked to find the number of moles and formula units
present in 150.2 grams of the following substance, Al(C2H3O2)3.
The student started the process by finding the molar mass of this
substance.
The calculations were: 1 Al x 27 = 27
5 C x 12 = 60
6 H x 1.01 = 6.06 5 O x 16 = 80
Suggested Instructional
Resources
WOC
6.5-6.7,
pgs. 171-176
WOC
6.4,
pgs.
171-176
pgs. 165-170
Molar mass = 27 + 60 + 6.06 + 80
= 173.06 m.m.u
a) Is this the correct molar mass? Explain your reasoning.
b) Continue the work to find the correct number of moles and
formula units in the 150.2 grams of substance.
c) Name this substance.
d) Calculate the percentage of Oxygen in the compound.
Authentic/Real World
Performance
A. A drop of water contains approximately 3.01 x 10 21 molecules.
What is the mass of the drop of water?
B. Decomposing Copper Oxide- Experiment 23
C. Formula for a Hydrate
WOC 6.4
pgs. 165-170
Lab Exp. For WOC
Comments:
CONTENT STANDARD: 4.0 Conservation of Matter and Stoichiometry.-- Atoms are conserved in chemical reactions, leading to
the principle of conservation of matter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: 4.4 Calculate the masses of reactants and products in a chemical reaction from the mass of one of the
reactants or products, and the relevant atomic masses. ( C. S. 3.e )
Prerequisites:
Prerequisite Vocabulary: chemical reaction, mass, molar mass, unit conversions, factor label, dimensional analysis
Essential, New Vocabulary: reactants, products, stoichiometry
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
One weekend while you were using propane gas as the fuel in your BBQ grill, you wondered how much carbon dioxide was being
released. You decided to do a stoichiometry calculation to find the answer. If you burned 1.5 liters of propane, C3H8 (g), and assumed
STP conditions, how many grams of CO2 are being released (Assume complete combustion of the propane.).
Calculate the grams of oxygen produced if 2.50 grams of potassium chlorate are decomposed completely by heating.
a) Write the correct balanced equation.
b) Show all the calculations involved in finding the answer.
Assessment and Practice
Format Specifications
Multiple Choice
Suggested Instructional
Resources
Sample Assessment *
How many grams of calcium metal will react completely with 10.0
grams of water to yield calcium hydroxide and hydrogen gas? This
is the balanced equation for the reaction.
Ca (cr) + 2H2O
a.
b.
c.
d.
WOC 9.1-9.4,
pgs. 251- 264
Ca(OH)2 (cr) + H2 (g)
22.22 g
11.1 g
22.3 g
11 g
Constructed Response
Calculate the grams of oxygen produced if 2.50 grams of potassium
chlorate are decomposed completely by heating.
a) Write the correct balanced equation.
b) Show all the calculations involved in finding the answer.
Authentic/Real World
Performance
A. One weekend while you were using propane gas as the fuel in your
BBQ, you wondered how much carbon dioxide was being released.
decided to do a stoichiometry calculation to find the answer. If
you burned 1.5 liters of propane, C3H8 (g), and assumed STP
conditions, how many grams of CO2 are being released (Assume
complete combustion of the propane.).
B. Conservation of Mass- Experiment 28
WOC 9.1-9.4,
pgs. 251-264
You
WOC 9.1 -9.4,
pgs. 251-264
Lab Exp. For WOC
C. Complete the following: NaHCO3 + HCl
D. Alum Lab
84-86
Holt: Modern Chem.
Lab
Comments:
CONTENT STANDARD: 4.0 Conservation of Matter and Stoichiometry.-- Atoms are conserved in chemical reactions, leading to
the principle of conservation of matter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: 4.5
Calculate the percentage yield in a chemical reaction. ( C.S. 3.f. )
Prerequisites:
Prerequisite Vocabulary: stoichiometry, chemical reaction, reactants, products, molar mass
Essential, New Vocabulary: percentage yield, actual yield, expected yield
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A student prepares HBr by reacting sodium bromide with phosphoric acid. The unbalanced equation for the reaction is:
NaBr (s) + H3PO4 (aq)  HBr (g) + Na3PO4 (s)
She needs 50.0 g of HBr. If NaBr is the limiting reactant and the phosphoric acid is in excess, how much of the sodium bromide does
she need to start with, assuming only a percent yield of 80%?
Oxyacetylene torches are used for welding, reaching temperatures near 2000 oC. These temperatures are due to the combustion of
acetylene, C2H2, with oxygen. The unbalanced equation of the reaction is:
C2H2 (g) + O2 (g)  CO2 (g) + H2O (g)
a) Balance the equation.
b) Starting with 125 g of both C2H2 and O2, which reactant is limiting?
c) What is the theoretical yield of H2O from this reaction mixture?
d) If 22.5g of water forms, what is the percent yield?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Consider the following reaction: Al (s) + I 2 (s)
Al I3 (s)
(unbalanced) If 1.20 g of Al and 2.40 g of I2 are used initially but only
2.05 g of aluminum iodide were produced, what is the percent yield in
this reaction?
Suggested Instructional
Resources
WOC 9.8,
pgs. 277-279
a. 11.3 %
b. 22.7 %
c. 79.8 %
d. 26.6 %
Constructed Response
A. Oxyacetylene torches are used for welding, reaching temperatures
near 2000 oC. These temperatures are due to the combustion of
acetylene, C2H2, with oxygen:
C2H2 (g) + O2 (g)
CO2 (g) + H2O (g) (unbalanced )
a) Balance the equation.
b) Starting with 125g of both C2H2 and O2, which reactant is
limiting?
c) What is the theoretical yield of H2O from this reaction mixture?
d) If 22.5g of water forms, what is the percent yield?
B. Alum Lab
WOC 9.8,
pgs. 277-279
WOC 9.8,
WOC 9.8
pgs. 277-279
Authentic/Real World
Performance
A. A student prepares HBr by reacting sodium bromide with phosphoric
acid:
NaBr (s) + H3PO4 (aq)
Merrill Labs
HBr (g) + Na3PO4 (s) (unbalanced )
She needs 50.0 g of HBr. If NaBr is the limiting reactant and the
phosphoric acid is in excess, how much of the sodium bromide does
she need to start with, assuming only a percent yield of 80%.
B. Students can perform different lab activities where:
1) Mole relationships in a chemical reaction are evident.
2) Quantitative determination of an Empirical Formula.
3) Calculate the per cent hydration of a Hydrated crystal.
SUHDS labs
Comments:
CONTENT STANDARD: 4.0 Conservation of Matter and Stoichiometry.-- Atoms are conserved in chemical reactions, leading to
the principle of conservation of matter. This allows us to calculate the mass of products and reactants.
CONTENT OBJECTIVE: 4.6 Identify reactions that involve oxidation and reduction and demonstrate how to balance oxidationreduction reactions. (C. S. 3.g)
Prerequisites:
Prerequisite Vocabulary: chemical reaction, chemical equation, balanced chemical equation, oxidation number, charge,
electrons, oxygen, hydrogen, proton
Essential, New Vocabulary: oxidation, reduction, oxidation-reduction (redox), reducing agent, oxidizing agent
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A. A bottle of an old nitric acid ( HNO3 ) solution sitting on a laboratory shelf had changed from colorless to yellow. This occurs
because of slight decomposition that forms brown nitrogen dioxide, oxygen, and water. Using the oxidation-number method,
write and then balance the redox equation for this decomposition reaction.
B. Carry out an experiment were students will perform several displacement reactions with metals to determine their relative
strengths as oxidizing and reducing agents. Students can also write redox equations for the reactions that take place.
Given the following reaction:
HCl (aq) + MnO2 (s)  MnCl2 (aq) + H2O (l) + Cl2 (g)
a) Determine if this is a redox reaction.
b) Write out the two half-reactions and balance the equation.
c) Identify the element being reduced and the one being oxidized.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Suggested Instructional
Resources
What occurs to an atom that is oxidized in a chemical reaction?
a. a loss of electrons and a decrease in oxidation number
b. a loss of electrons and an increase in oxidation number
c. a gain in electrons and a decrease in oxidation number
WOC 8.5,
pgs. 231- 235
WOC 18.118.4
pgs. 575
d. a gain in electrons and an increase in oxidation number
Constructed Response
Given the following reaction:
HCl (aq) + MnO2 (s)  MnCl2 (aq) + H2O (l) + Cl2 (g)
a) Determine if this is a redox reaction.
b) Write out the two half-reactions and balance the equation.
c) Identify the element being reduced and the one being oxidized.
Authentic/Real World
Performance
A. An bottle of an old nitric acid ( HNO3 ) solution sitting on a
laboratory shelf had changed from colorless to yellow. This occurs
because of slight decomposition that forms brown nitrogen dioxide,
oxygen, and water. Using the oxidation-number method, write and
then balance the redox equation for this decomposition reaction.
WOC 8.5,
pgs.235
231pgs. 231235
B. Carry out an experiment were students will perform several
Displacement reactions with metals to determine their relative
strengths as oxidizing and reducing agents. Students can also write
redox equations for the reactions that take place.
Comments:
CONTENT STANDARD: 5. Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and
molecules and explains the properties of gases.
CONTENT OBJECTIVE: 5.1 Explain that the random motion of molecules and their collisions with a surface create the observable
pressure on that surface. ( C.S 4.a )
Prerequisites:
Prerequisite Vocabulary: pressure, molecules, collsions, mole
Essential, New Vocabulary: random motion, kinetic molecular theory of gases, Kelvin
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Perform activities that demonstrate the:
a) effect of pressure on volume
b) effect of temperature on volume
c) manner in which Cartesian Divers function
A. Observe diagrams
PressureA, B, and C.
For each one explain what is the relationship observed between the variables demonstrated in the diagrams.
Consider pressure, volume, and temperature variables in your explanation.
B. The following drawings represent pistons with particles of a gas inside of it. Assuming that the temperature stays the same, and the gas
substance is the same, what do you expect to be different in piston “Y” from piston “X” .
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
According to the Kinetic theory, if the temperature in a gas system
increases, the gas particles will move faster. Read statements below
and choose the correct one:
Suggested Instructional
Resources
WOC 13.1-13.2,
pgs. 399-407
a. If the temperature increases and the volume stays the same, the
pressure decreases.
b. If the temperature increases and the pressure increases, the
number of moles of particles also increases.
c. If the temperature increases and the volume stays the same, the
pressure increases.
d. If the temperature increases and the volume increases, the
pressure increases.
Constructed Response
Pressure
A. Observe diagrams A, B, and C. For each one explain what is the
relationship observed between the variables demonstrated in the
diagrams. Consider pressure, volume, and temperature variables in
your explanation.
B. The following drawings represent pistons with particles of a gas inside
of it. Assuming that the temperature stays the same, and the gas
substance is the same, what do you expect to be different in piston
“Y” from piston “X” .
Authentic/Real World
Perform activities that demonstrate the:
WOC 13.213.3,
pgs. 403-412
WOC 13.2,
pgs. 403-407
Performance
a) effect of pressure on volume
b) effect of temperature on volume
c) manner in which Cartesian Divers function
Comments:
CONTENT STANDARD: 5.0 Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and
molecules and explains the properties of gases.
CONTENT OBJECTIVE:
5.2 Explain the random motion of molecules as the reason for the diffusion of gases. (C.S. 4.b )
Prerequisites:
Prerequisite Vocabulary: gas, random motion, molecules
Essential, New Vocabulary: kinetic theory of gases, diffusion, effusion
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Fill latex balloons with air and add several drops of flavored extract to balloon (vanilla, cinnamon, almond, etc.) Place in different parts
of the room and see how long it takes to detect the odor from your seat. Repeat but warm (hairdryer) or cool (ice bucket) the balloons.
Relate your results to the kinetic molecular theory.
Assume you have four sealed flasks, each one containing a different noble gas at room temperature. The first one has Ar, the second Ne,
the third Kr, and the last He. All the flasks are opened at the same time. Rank the gases from slowest to fastest diffusion rates.
Assessment and Practice
Format Specifications
Multiple Choice
Suggested Instructional
Resources
Sample Assessment *
The following diagram represents a sealed flask filled with Neon gas at
25 oC. ( The dots represent the Neon atoms.)
Which diagram best represents the distribution of neon atoms in the
flask, when the temperature is lowered to – 15 oC and the neon is still
in the gaseous phase?
WOC 13.813.10,
pgs. 426-430
Constructed Response
Assume you have four sealed flasks, each one containing a different
noble gas at room temperature. The first one has Ar, the second Ne,
the third Kr, and the last He. All the flasks are opened at the same time.
Rank the gases from slowest to fastest diffusion rates.
Authentic/Real World
Performance
A. Fill latex balloons with air and add several drops of flavored extract to
balloon (vanilla, cinnamon, almond, etc.) Place in different parts
of the room and see how long it take to detect the odor from your
seat. Repeat but warm (hairdryer) or cool (ice bucket) the balloons.
Relate your results to the kinetic molecular theory.
SUHSD activity
"Diffusion of
Gases"
B. Graham's Law Lab- effusion NH3
SUHSD Lab
HCl
Comments:
CONTENT STANDARD: 5. Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and molecules
and explains the properties of gases.
CONTENT OBJECTIVE: 5.3 Define the values and meanings of standard temperature and pressure (STP). Convert between
Celsius and Kelvin temperature scales. ( C. S. 4. d,e )
Prerequisites:
Prerequisite Vocabulary: STP, Celsius, pressure, temperature
Essential, New Vocabulary: Kelvin, absolute temperature, absolute zero, mmHg, atm, Pa
Resources for Teaching the Objective:
STEPFormal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Calibrate a blank (unmarked) thermometer using known physical constants (boiling and melting/freezing points).
A. Why is the Kelvin temperature used in calculations pertaining to gas laws?
B. Give the value of Standard Pressure using three different units of pressure.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Suggested Instructional
Resources
The acronym STP is best defined by the following statement:
a. Condition of a temperature of 273 C and 1 atm of pressure,
WOC 5.7,
pgs. 135-141
used by scientists to compare volumes of gases.
b. Condition of a temperature of 0 oC and 1 atm of pressure,
WOC 13.11,
pgs. 430-433
o
used by scientists to compare volumes of gases.
c. Condition of a temperature of 0 oC and 780 mm of Hg of
pressure used by scientist to compare volumes of gases.
d. Condition of a temperature of 273 oC and 101.3 kPa of pressure,
used by scientists to compare volumes of gases.
Constructed Response
A. Why is the Kelvin temperature used in calculations pertaining to gas
laws?
B. Give the value of Standard Pressure using three different units of
pressure.
Authentic/Real World
Performance
Calibrate a blank (unmarked) thermometer using known physical
constants (boiling and melting/freezing points).
WOC 5.7,
pg. 135
WOC 13.1,
pgs. 401-402
Comments:
CONTENT STANDARD: 5. Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and molecules
and explains the properties of gases.
CONTENT OBJECTIVE: 5.4 Explain how the kinetic theory of gases relates the absolute temperature of a gas to the average
kinetic energy of its molecules or atoms. Explain that there is no temperature lower than 0 Kelvin. (C. S.
4. f,g )
Prerequisites:
Prerequisite Vocabulary: kinetic molecular theory of gases, molecules, atoms, Kelvin, temperature conversions
Essential, New Vocabulary: absolute zero, absolute temperature, kinetic energy
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Using a beaker/test tube filled with water and carbon particles (non-reactive, non-dissolving) observe the motion of the particles
in the water at a wide range of temperatures.
Hypothesize about the state of matter at 0 K.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
According to the kinetic theory, all of the following statements
apply EXCEPT:
Suggested Instructional
Resources
WOC 13.8-13.10,
pgs. 426-430
a. Particles of matter are in constant motion.
b. Temperature is a measure of the average kinetic energy of these
particles.
c. Absolute zero is the lowest possible temperature at which
might particles of matter still exist.
d. Absolute zero is equal to a 1/ 100 th. of a Celsius degree.
Constructed Response
Hypothesize about the state of matter at 0 K.
Authentic/Real World
Performance
Using a beaker/test tube filled with water and carbon particles
(non-reactive, non-dissolving) observe the motion of the particles in
the water at a wide range of temperatures.
WOC 1WOC 3.2-13.5,
Pg
Pgs 403-420
pgs.
403-420
Comments:
CONTENT STANDARD: 5.0 Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and
molecules and explains the properties of gases
CONTENT OBJECTIVE: 5.5 Apply the gas laws (Boyle’s, Charles’, Gay-Lussac, Combined Gas) to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. ( C.S. 4.c )
Prerequisites:
Prerequisite Vocabulary: STP, pressure, volume, mole, temperature, absolute temperature, Kelvin, Avogadro’s number
Essential, New Vocabulary: Boyle’s law, Gay-Lussac’s law, Charles’s law, combined gas law, ideal gas las (PV = nRT), R
(constant), atm, mmHg, Avogadro’s law
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A chemist has a gas at a pressure of 2508 mm of Hg, and it occupies a volume of 30 L at 273 oC. For his research, however, the gas
must be at standard conditions. Under standard pressure and temperature conditions what will the volume of the gas be?
Show all your calculations.
The volume of a gas sample at 273 oC is 200 liters. If the volume is decreased to 100 liters at constant pressure, what would be the new
temperature of the gas?
a) What is the name of the gas law you are applying to solve this problem?
b) Show all your calculations and express your answer in degree Celsius.
Assessment and Practice
Format Specifications
Multiple Choice
Ob s
Sample Assessment *
a.
b.
c.
d.
Observe the following graph and identify the gas law it best represents:
Gay - Lussac’s
Charles’
Boyle’s
Dalton’s
Constructed Response
A. The volume of a gas sample at 273 oC is 200 liters. If the volume is
decreased to 100 liters at constant pressure, what would the new
temperature of the gas be?
a) What is the name of the gas law you are applying to solve this
problem?
b) Show all your calculations and express your answer in degrees
Celsius.
B. Boyle's Law Lab using Calculator Based Labs (CBL)
Authentic/Real World
Performance
A chemist has a gas at a pressure of 2508 mm of Hg, and it occupies a
volume of 30 L at 273 oC. For his research, however, the gas must be at
standard conditions. Under standard pressure and temperature
conditions what will the volume of the gas be? Show all your
calculations.
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: 5. Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and molecules
and explains the properties of gases.
CONTENT OBJECTIVE:
5.6 Apply Dalton’s Law of Partial Pressures to describe the composition of gases. (CS 4i)
Prerequisites:
Prerequisite Vocabulary: gas laws, pressure, temperature, ideal gas law, mole, temperature, volume
Essential, New Vocabulary: Dalton’s law of partial pressures, partial pressures, total pressure, vapor pressure
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Jacques Cousteau’s divers use tanks with a mixture of helium and oxygen to breath underwater at depths of about 90 meters.
At this depth the total pressure on your lungs is 10 atm. At the surface, the partial pressure of oxygen in your lungs is 0.2 atm.
In order to maintain the pressure of oxygen equal to 0.2 atm;
a) What needs to be done to the oxygen concentration inside the tank?
b) What must be the percentages of oxygen and helium mixed in the tank?
c) What is the partial pressure of helium inside the tank?
Perform a lab where students generate hydrogen gas from Magnesium ribbon. Gas is collected over water inside an eudiometer.
Total pressure is taken as the external atmospheric pressure. Students need to measure the temperature to look up water vapor pressure
and determine the pressure of just the hydrogen gas using Dalton’s Law of partial pressures.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
A student prepares a sample of hydrogen gas by electrolysis of water at
25 oC. She collects 152ml of hydrogen gas at a total pressure of 0.997
atm. If the vapor pressure of water at that temperature is 0.0313 atm,
find the partial pressure of hydrogen in mm of Hg.
a.
b.
c.
d.
Constructed Response
734mm Hg
781.8mm Hg
733.8mm Hg
782mm Hg
A. If you scuba dive at a depth of 40 meters you would have a total
pressure of about 5 atmospheres exerted on you lungs. If you
used a tank filled with ordinary air that is 80% nitrogen and 20%
oxygen, what would the partial pressure of the oxygen in your
lungs?
a) Show all of your calculations.
b) Which Gas Law are you applying in solving this problem?
B. Molar volume of a Gas Lab -- Mg + HCl
H2
B. Jacques Cousteau’s divers use tanks with a mixture of helium and
oxygen to breath underwater at depths of about 90 meters. At this
depth the total pressure on your lungs is 10 atm. At the surface, the
partial pressure of oxygen in your lungs is 0.2 atm. In order to maintain
the pressure of oxygen equal to 0.2 atm;
a) What needs to be done to the oxygen concentration inside the
tank?
Suggested Instructional
Resources
b) What must be the percentages of oxygen and helium mixed in
the tank.
c) What is the partial pressure of helium inside the tank?
Authentic/Real World
Performance
Perform a lab where students generate hydrogen gas from Magnesium
ribbon. Gas is collected over water inside an eudiometer. Total pressure
is taken as the external atmospheric pressure. Students need to measure
the temperature to look up water vapor pressure and determine the
pressure of just the hydrogen gas using Dalton’s Law of partial pressures.
Comments:
CONTENT STANDARD: 5.0 Gases and their Properties--The Kinetic Molecular theory describes the motion of atoms and
molecules and explains the properties of gases.
CONTENT OBJECTIVE: 5.7
Solve problems using the ideal gas law in the form PV = nRT ( C.S 4.h)
Prerequisites:
Prerequisite Vocabulary: Charles’s law, Boyle’s law, Gay-Lussac’s law, atm, mmHg, L, mole, Kelvin, molar mass
Essential, New Vocabulary: ideal gas, ideal gas law, R (constant)
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Students will perform a laboratory activity using Magnesium metal to produce Hydrogen gas collected over water. Students should
include all calculations that will allow them to establish the molar relationship between mass and volume.
A. A researcher isolated an unknown gas from one of his chemical reactions. This gas was collected in a closed vessel at a temperature
of 28 oC, and 740 mm Hg of pressure; 1.00 L of this gas had a mass of 5.16 g.
a) Find the molar mass for this gas. Show your work.
b) Can this information help you identify the gas? Explain your reasoning.
B. 1) Find the density of a sample of ammonia gas ( NH3 ) when the pressure is 705 mm Hg and the temperature is 63.0 oC .
2) The diagrams below represent equal volumes of three different gases. If gas A is ammonia, gas B has a molecular mass of
38 g/mol, and gas C has a molecular mass of 46 g/mol, which gas is denser?
Assessment and Practice
Sample Assessment *
Format Specifications
Multiple Choice
WhicWhich expression gives the correct method to calculate the number of
moles of gas present in a sample that has a temperature of 227 K, a
pressure of 2.00 atm, and a volume of 20 L.
Constructed Response
a.
2.00 x 20
0.0821 x 500
b.
0.0821 x 500
2.00 x 20
c.
0.0821 x 227
2.00 x 20
d.
2.00 x 20
0.0821 x 227
A. A researcher isolated an unknown gas from one of his chemical
reactions. This gas was collected in a closed vessel at a temperature of
28 oC, and 740 mm Hg of pressure; 1.00 L of this gas had a mass of
5.16 g.
a) Find the molar mass for this gas. Show your work.
b) Can this information help you identify the gas? Explain
your reasoning.
B. 1) Find the density of a sample of ammonia gas ( NH3 ) when the
pressure is 705 mm Hg and the temperature is 63.0 oC .
Suggested Instructional
Resources
WOC 13.11
pgs. 430-433
2) The diagrams below represent equal volumes of three different
gases. If gas A is ammonia, gas B has a molecular mass of
38 g/mol, and gas C has a molecular mass of 46 g/mol, which
gas is more dense?
3) To make the densities of gases B and A equal, which container
needs to expand in volume?
Authentic/Real World
Performance
A. Students will perform a laboratory activity using Magnesium metal
to produce Hydrogen gas collected over water. Students should
include all calculations that will allow them to establish the molar
relationship between mass and volume.
B. Stoichiometry lab between mass and volume.
Comments:
CONTENT STANDARD: Solutions -Solutions are homogeneous mixtures of two or more substances.
CONTENT OBJECTIVE: 6.1 Define solute and solvents, and distinguish between their properties. Describe types of solutions.
(C.S. 6.a )
Prerequisites: homogeneous mixtures, heterogeneous mixtures
Prerequisite Vocabulary:
Essential, New Vocabulary: solutions, solute, solvent, aqueous solutions, dilute, concentrated, saturated, unsaturated,
supersaturated, alloy, colloids, suspension
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Student will have opportunities to use a laboratory activity to distinguish between saturated, unsaturated, and supersaturated
solutions, and to observe properties of solutions, suspensions, and colloids.
Fifty milliliters of alcohol is mixed with 50 mL of water.
a) Give the definition of solute and solvent
b) Identify the solute and the solvent in this solution.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The following statements relate to the concept of types of solutions,
solute and solvents. Which of the statements is/are true:
1.
2.
3.
4.
The solute making up a solution is always in greater quantity.
All aqueous solutions conduct electricity
The dissolving medium in a solution is the solvent.
An alloy is a solid-liquid type of solution.
a. 2 and 3
b. only 1
c. 3 and 4
d. only 3
Constructed Response
Fifty milliliters of alcohol is mixed with 50 mL of water.
a) Give the definition of solute and solvent
b) Identify the solute and the solvent in this solution.
Authentic/Real World
Performance
Student will have opportunities to use a laboratory activity to
distinguish between saturated, unsaturated, and supersaturated
solutions, and to observe properties of solutions, suspensions, and
colloids.
Suggested Instructional
Resources
WOC 15.115.2, pgs. 467472
Comments:
CONTENT STANDARD: 6. Solutions are homogeneous mixtures of two or more
substances.
CONTENT OBJECTIVE: 6.2 Describe the dissolving process as a result of random molecular motion. Demonstrate how
temperature, pressure, and surface area affect the dissolving process. ( C.S. 6.b,c )
Prerequisites:
Prerequisite Vocabulary: kinetic energy, random molecular motion, intermolecular forces, intramolecular forces,
hydrogen bond, ionic bond, covalent bond,
Essential, New Vocabulary: :
solubility, rate of dissolution, factors affecting the dissolving process: temperature, pressure,
surface area, polar, non-polar, “Like dissolves like”
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Student will plot a solubility graph using increments of 50 g of KCl as the solute per 100 g of water on the vertical axis, and with
temperature in oC on the horizontal axis.
A. You are given a clear water solution containing KNO3
a) How can you experimentally determine if the solution is unsaturated, saturated, or supersaturated?
b) How can you prepare a saturated solution of CO2 (g) in water?
c) How can you prepare a supersaturated solution of CO2 (g) in water?
B. Explain in your own words:
a) Can a pure substance be an electrolyte or a non electrolyte?
b) Why does a cold glass of soda goes “flat” upon warming?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Which change is most likely to increase the solubility of an ionic solid
in water?
a. Increasing the surface area of the solid in the system.
b. Increasing the external pressure of the system.
c. Increasing the temperature of the system.
d. Increasing the mass of ionic solid available in the system.
Constructed Response
A. You are given a clear water solution containing KNO3
a) How can you experimentally determine if the solution is
unsaturated, saturated, or supersaturated?
b) How can you prepare a saturated solution of CO2 (g) in water?
c) How can you prepare a supersaturated solution of CO2 (g) in
water?
B. Explain in your own words:
a) Can a pure substance be an electrolyte or a non electrolyte?
b) Why does a cold glass of soda goes “flat” upon warming?
Authentic/Real World
Performance
A. Student will plot a solubility graph using increments of 50 g of KCl
as the solute per 100 g of water on the vertical axis, and with
temperature in oC on the horizontal axis.
B. Perform a Conductivity of different “solutions” lab.
Suggested Instructional
Resources
WOC 15.3,
pg. 473
Comments:
CONTENT STANDARD: 6. Solutions are homogeneous mixtures of two or more
substances.
CONTENT OBJECTIVE: : 6.3 Calculate the concentration of a solute in terms of grams per liter, molarity, parts per million and
percent composition. ( C.S. 6.d )
Prerequisites:
Prerequisite Vocabulary: mole, mass, molar, units of mass & volume
Essential, New Vocabulary: grams per liter, percent composition by mass, ppm, molarity, molality
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Refer to the following solubility curve for KCl in water as shown below to answer these questions.
Refer to the following solubility curve for KCl in water as shown below to answer these questions.
Grams of
solute per 100
g H2O
100
50
0
100
50
Temperature oC
A. What is the molality of a saturated solution of KCl (molar mass 74.6 g/mol) at 35 oC?
B. A saturated solution of KCl at 50 oC contains 100g water. Which value is closest to the percent by mass of KCL in the
solution?
C. 40.0 g of KCl are mixed with 100g of water, warmed to 60 oC, and thoroughly stirred. The resulting system is best described as:
a. a saturated solution b. an unsaturated solution c. a supersaturated solution
d. a suspension
Explain your answer.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Suggested Instructional
Resources
A. The level of arsenic permitted in drinking water is 0.050 ppm
(parts per million ). Which of the following is another way to
express that same concentration?
a.
b.
c.
d.
0.050 mg As/ ml H2O
0.050 mg As/ liter H2O
0.050 g As/ million liters H2O
0.050 mg As/ million liters H2O
B. What is the percentage methanol by mass in a solution that contains
20 g of methanol, in 30 g of water?
a.
b.
c.
d.
20%
40%
67%
60%
Constructed Response
Refer to the following solubility curve for KCl in water as shown
below to answer these questions.
WOC 15.4-15.5
pgs. 474-480
Grams of solute
per 100 g H2O
100
50
0
50
Temperature oC
100
A. What is the molality of a saturated solution of KCl (molar mass
74.6 g/mol) at 35 oC?
B. A saturated solution of KCl at 50 oC contains 100g water.
Which value is closest to the percent by mass of KCL in the
solution?
C. 40.0 g of KCl are mixed with 100g of water, warmed to 60 oC,
and thoroughly stirred. The resulting system is best described as:
a. a saturated solution
b. an unsaturated solution
c. a supersaturated solution
d. a suspension
Explain your answer
Authentic/Real World
Performance
Have students prepare both a 1.1M and 1.1m solution of KOH.
Compare on the basis of density the differences between molarity and
molality.
Comments:
CONTENT STANDARD: 6. Solutions are homogeneous mixtures of two or more
substances.
CONTENT OBJECTIVE: 6.4
Explain the relationship between the molality of solute in a solution, and the solution’s depressed freezing
point or elevated boiling point. (C.S. 6.e )
Prerequisites:
Prerequisite Vocabulary: freezing point, boiling point, molality, vapor pressure
Essential, New Vocabulary: colligative properties, freezing point depression, boiling point elevation, volatile solute,
non-volatile solute
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Perform a lab activity where students will measure and compare the freezing and boiling points of two solutions of known concentrations.
Students can also calculate the molecular mass of the solutes from the boiling point and freezing point data and compare with their
theoretical masses.
What is the boiling point of a radiator solution that contains 1980 g of ethylene glycol, C2H4 (OH) 2 in 2000.0 grams of water?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
What is the freezing point of a solution of 117 g of sodium chloride,
NaCl, in 1.00 kg of water?
Assume complete dissociation. Use Kf = 1.86 C. kg H2O/mol
a. –3.72 oC
b. –7.44 oC
c. –3.75 oC
d. –7.5 oC
Constructed Response
What is the boiling point of a radiator solution that contains 1980 g of
ethylene glycol, C2H4 (OH) 2 in 2000.0 grams of water?
Authentic/Real World
Performance
Perform a lab activity where students will measure and compare the
freezing and boiling points of two solutions of known concentrations.
Students can also calculate the molecular mass of the solutes from the
boiling point and freezing point data and compare with their theoretical
masses.
Suggested Instructional
Resources
WOC 15.4,
pgs. 474-476
WOC 15.10, pgs.
495-496
Comments:
CONTENT STANDARD: : 7. Acids, bases and salts are three classes of compounds that form ions in water solutions.
CONTENT OBJECTIVE:
7.1 Explain the observable properties of acids, bases and salt solutions. (C. S. 5.a )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
Standard: 20 traditional class periods
Objective: 3 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A. While working in the chemistry stock room you found some bottles whose labels had only the chemical formulas written on them.
The formulas were the following: HNO3, HCl, H2SO4, H2S, KOH, CH3COOH, Ca(OH) 2.
a) Name all of these compounds; when applicable give the two possible names they have.
b) Classify them as: binary, ternary, and/or organic acids, or as bases.
c) What kinds of observable properties would you expect them to have?
B. After using soap, your hands sometimes feel slippery. What property of an acid or base would account for this?
Lemon juice and vinegar are used in cooking because they both have similar properties.
a) Explain how are these two substances classified chemically.
b) What are the descriptive properties of this kind of chemical substance?
c) If you test both of these substances with blue litmus paper, what will happen to the litmus paper?
Assessment and Practice
Format Specifications
Multiple Choice
A solu
A. Sol
A. A solution with a slippery feel will be considered:
a. Acidic, if it turns phenolphthalein indicator pink.
b. Acidic, if it turns phenolphthalein indicator colorless.
c. Basic, if it turns phenolphthalein indicator pink.
d. Basic, if it turns phenolphthalein indicator colorless.
Constructed Response
A. Lemon juice and vinegar are used in cooking because they both have
similar properties.
a) Explain how are these two substances classified chemically.
b) What are the descriptive properties of this kind of chemical
substance?
c) If you test both of these substances with blue litmus paper, what
will happen to the litmus paper?
Authentic/Real World
Performance
Suggested Instructional
Resources
Sample Assessment *
A. While working in the chemistry stock room you found some bottles
whose labels had only the chemical formulas written on them.
The formulas were the following: HNO3, HCl,
H2SO4, H2S, KOH, CH3COOH, Ca(OH) 2.
a) Name all of these compounds; when applicable give the two
possible names they have.
b) Classify them as: binary, ternary, and/or organic acids, or as
WOC
WOC 8.4
pgs. 226-230
WOC 8.4
Pgs.226-230
bases.
c) What kinds of observable properties would you expect them to
have?
B. After using soap, your hands sometimes feel slippery. What
property of an acid or base would account for this?
Comments:
CONTENT STANDARD: 7. Acids, bases and salts are three classes of compounds that form ions in water solutions.
CONTENT OBJECTIVE: 7.2 Differentiate between the Arrhenius and Brønsted–Lowry acid base definitions. Model how acids are
hydrogen-ion-donating and bases are hydrogen-ion-acceptingsubstances. Include the concept of
anhydrides (acid precursors ) in the discussion. (C.S 5.b,e )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Standard: 20 traditional class periods
Objective: 5 traditional class periods
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Lemon juice and vinegar are used in cooking because they both have similar properties.
a) Explain how are these two substances classified chemically.
b) What are the descriptive properties of this kind of chemical substance?
c) If you test both of these substances with blue litmus paper, what will happen to the litmus paper?
A. Compare the three following chemical reactions:
1. H2O + HF (aq)
H3O+ + (aq) + F- (aq)
+
2. NH3 (aq) + H2O
NH4 (aq) + OH 3. CH3COOH (aq) + NaOH
CH3COO-Na+ (aq) + H2O
a) Indicate which substances are Brønsted-Lowry acids and bases.
b) Identify the conjugate acids and conjugate bases.
c) Which substance is considered an Arrhenius base?
d) Is the water molecule acting as an acid or a base? Explain.
B. Ammonia contains three hydrogen atoms per molecule. However, an aqueous ammonia solution is basic.
Explain using the Brønsted-Lowry model of acids and bases.
C. Identify the conjugate acid-base pairs in the following reaction:
CO3 2- (aq) + H2O (l)
HCO3- (aq) + OH- (aq)
Assessment and Practice
Sample Assessment *
Format Specifications
Multiple Choice
In the In the reaction HNO3 + H2O
H3O + + NO3 – the two Brønsted
acids are:
WOC 16.1
Pgs 503-506
503a.
b.
c.
d.
H2O and HNO3
H2O and NO3 H2O and H3O +
HNO3 and H3O +
Constructed Response
A. Compare the three following chemical reactions:
1. H2O + HF (aq)
H3O+ + (aq) + F- (aq)
2. NH3 (aq) + H2O
NH4+ (aq) + OH 3. CH3COOH (aq) + NaOH
CH3COO-Na+ (aq) + H2O
a) Indicate which substances are Brønsted-Lowry acids and bases.
b) Identify the conjugate acids and conjugate bases.
c) Which substance is considered an Arrhenius base?
d) Is the water molecule acting as an acid or a base? Explain.
B. Ammonia contains three hydrogen atoms per molecule. However,
an aqueous ammonia solution is basic. Explain using the
Brønsted-Lowry model of acids and bases.
C. Identify the conjugate acid-base pairs in the following reaction:
CO3 2- (aq) + H2O (l)
Suggested Instructional
Resources
HCO3- (aq) + OH- (aq)
WOC 16.1
Pgs 503-506
Authentic/Real World
Performance
A. Finland, a country that has been hit hard by acid rain, has used lime,
CaO, to try to return life to acidified lakes. Why was lime used?
B. Perform an acid rain simulation using a large ziplock bag and a
reaction to generate SO2/SO3. Observe and discuss the pH changes
observed.
Comments:
CONTENT STANDARD: 7. Acids, bases and salts are three classes of compounds that form ions in water solutions.
CONTENT OBJECTIVE:
7.3 Demonstrate that strong acids and bases fully dissociate and weak acids and bases partially
dissociate in aqueous solution. Use the pH scale to characterize acid and base solutions. ( C.S 5. c,d )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
Standard: 20 traditional class periods
Objective: 3 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A. Perform activities using different pH indicators, pH paper, or cabbage juice to classify substances as either acids or bases.
B. A student combines a 0.1M solution of an acid with a 0.1M solution of a base. Will the product be a neutral solution?
Test using phenolphthalein indicator. Explain.
What kind of salt solution is produced when a strong acid reacts with a strong base? when a strong acid reacts with a weak base?
when a weak acid reacts with a strong base?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Notice the following reactions:
a) HCl (aq)
H+ (aq) + Cl- (aq)
b) H2CO3 (aq)
H+ (aq) + HCO3 - (aq)
c) NH3 (aq) + H2O
NH4 + (aq) + OH - (aq)
+
d) NaOH (s)
Na (aq) + OH - (aq)
Which equation above demonstrates the reaction between a strong
acid and a weak base?
a. a and d
b. b and c
c. a and c
d. b and d
Constructed Response
A. What kind of salt solution is produced when a strong acid reacts
with a strong base? When a strong acid reacts with a weak base?
When a weak acid reacts with a strong base?
Authentic/Real World
Performance
A. Perform activities using different pH indicators, pH paper, or
cabbage juice to classify substances as either acids or bases.
B. A student combines a 0.1M solution of an acid with a 0.1M solution
of a base. Will the product be a neutral solution? Test using
phenophthalein indicator. Explain.
Suggested Instructional
Resources
WOC 16.2-16.4
Pgs 506-520
Comments:
CONTENT STANDARD: : 7. Acids, bases and salts are three classes of compounds that form ions in water solutions.
CONTENT OBJECTIVE: :
7.4 Calculate pH and pOH from the hydronium and hydroxide ion concentrations. ( C.S 5.f )
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
Standard: 20 traditional class periods
Objective: 4 traditional class periods
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Deter
Determine the pH or hydronium ion concentration of various concentrations of acidic and basic solutions.
A. The pH of a solution is measured and determined to be 7.52.
a) What is the hydronium ion concentration?
b) What is the hydroxide ion concentration?
c) What is the pOH?
B. Lemon juice has a pH of about 2. Should you cut a lemon on a marble (CaCO3) surface? Explain.
C. Draw and label a pH scale extending from 1 to 14. Place the following substances in the appropriate areas on the scale:
sea water, coffee, blood, hair remover, milk, stomach acid, detergent, tomatoes, soft drinks
C. Pure water is added to 25.0 mL of a 1.00 M HCL solution; the new solution has a volume of 2.00 L. What is the pH
of the new solution?
E. Blood has a pH of 7.4; milk of magnesia a pH of 10.4. Compare the hydroxide ion concentrations of the two solutions.
Assessment and Practice
Format Specifications
Multiple Choice
T
Sample Assessment *
The [ H3O+] of a solution is 1x10 –8. This solution has a pH of:
a. 6, which is acidic
b. 8, which is basic
c. 6, which is basic
d. 8, which is acidic
Constructed Response
A. The pH of a solution is measured and determined to be 7.52.
a) What is the hydronium ion concentration?
b) What is the hydroxide ion concentration?
c) What is the pOH?
B. Lemon juice has a pH of about 2. Should you cut a lemon on a
marble (CaCO3) surface? Explain.
C. Draw and label a pH scale extending from 1 to 14. Place the
following substances in the appropriate areas on the scale: sea
water, coffee, blood, hair remover, milk, stomach acid, detergent,
tomatoes, soft drinks
D. Pure water is added to 25.0 mL of a 1.00 M HCL solution; the new
solution has a volume of 2.00 L. What is the pH of the new
solution?
E. Blood has a pH of 7.4; milk of magnesia a pH of 10.4. Compare the
hydroxide ion concentrations of the two solutions.
Suggested Instructional
Resources
WOC 16.4
Pgs 513-520
Authentic/Real World D
Performance
Determine the pH or hydronium ion concentration of various
concentrations of acidic and basic solutions.
Comments:
CONTENT STANDARD: 7. Acids, bases and salts are three classes of compounds that form ions in water solutions.
CONTENT OBJECTIVE:
7.5 Apply the concept of pH to acid-base neutralization reactions and titration calculations. (C.S 5.f)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Perform an Acid-Base Titration lab.
While titrating in the laboratory, a 15.5 mL sample of a 0.215M KOH solution required 21.2 mL of an aqueous HCl solution
to reach the endpoint.
a) Write a balanced equation for the reaction taking place.
b) What kind of reaction is taking place?
c) Calculate the molarity of the acid solution.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
When you titrate an acid such as HCl with a base such as NH4OH
You would expect the endpoint of the titration to be at a pH of:
a. exactly 7.0
b. below 7.0
c. above 7.0
d. none of the above
Constructed Response
While titrating in the laboratory, a 15.5 mL sample of a 0.215M KOH
solution required 21.2 mL of an aqueous HCl solution to reach the
endpoint.
a) Write a balanced equation for the reaction taking place.
b) What kind of reaction is taking place?
c) Calculate the molarity of the acid solution.
Authentic/Real World
Performance
Perform an Acid-Base Titration lab.
Suggested Instructional
Resources
WOC 16.5-16.7
Pgs 521-524
Comments:
CONTENT STANDARD: 8. Energy is exchanged or transformed in all chemical reactions and physical changes of matter.
CONTENT OBJECTIVE: 8.1 Describe temperature and heat flow in terms of the motion of molecules (or atoms). (C.S. 7.a)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Explain why the roadbeds on bridges have expansion joints built into them.
A bottle of vanilla extract was left uncovered in a cabinet overnight. When the cabinet door was opened, a strong odor
of vanilla was detected. Explain this observation using the kinetic theory of matter.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The kinetic theory of matter suggests that, as the kinetic energy of a
substance increases, the measured temperature of the substance:
a. decreases
b. increases
c. stays the same
d. doubles
Constructed Response
A bottle of vanilla extract was left uncovered in a cabinet overnight.
When the cabinet door was opened, a strong odor of vanilla was
detected. Explain this observation using the kinetic theory of matter.
Authentic/Real World
Performance
Explain why the roadbeds on bridges have expansion joints built
into them.
Suggested Instructional
Resources
WOC 10.1-10.2
pgs. 289-292
Comments:
CONTENT STANDARD: 8. Energy is exchanged or transformed in all chemical reactions and physical changes of matter.
CONTENT OBJECTIVE:
8.2 Demonstrate that chemical processes can either release (exothermic) or absorb (endothermic) thermal
energy. (C.S. 7.b)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A soccer player sprains her ankle, and the trainer squeezes and applies a "cold pack" to it. Describe the general reaction
taking place in the pack in terms of thermodynamics.
Graph and label the "rollercoaster" progress of a reaction by plotting energy vs. time for an exothermic reaction;
for an endothermic reaction.
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
A chemical reaction whose products are at a higher energy level than
its reactants is said to be:
a. endothermic
b. exothermic
c. explosive
d. metaphasic
Constructed Response
Graph and label the "rollercoaster" progress of a reaction by plotting
energy vs. time for an exothermic reaction; for an endothermic reaction.
Authentic/Real World
Performance
A soccer player sprains her ankle, and the trainer squeezes and applies
a "cold pack" to it. Describe the general reaction taking place in the
pack in terms of thermodynamics.
Suggested Instructional
Resources
WOC 10.3-10.4,
pg. 292-294
Comments:
CONTENT STANDARD: 8. Energy is exchanged or transformed in all chemical reactions and physical changes of matter.
CONTENT OBJECTIVE: 8.3
Explain how energy is released when a material condenses or freezes and absorbed when a
material evaporates or melts. Solve problems involving heat flow and temperature changes using
known values of specific heat and latent heats of fusion and vaporization. (C.S. 7.c/d)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
A. Label the phase and energy changes on the phase change diagram for water.
B. A jeweler is asked to design a gold ring. The ring must contain 5.0 g of gold. How much energy will be required
to melt this much gold and pour it into the ring mold?
CPAu = 0.129 J/g oC
MPAu = 1064 oC
HfAu = 12.4 KJ/mol
A. How does perspiration cool a human body?
B. How much heat is absorbed by a 2000 kg granite boulder as energy from the sun causes its temperature to change
from 10.0 oC to 29.0 oC?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
A. As H2O goes from liquid to solid, the amount of kinetic energy in
the molecules is:
a. released
b. decreased
c. increased
d. absorbed
Suggested Instructional
Resources
WOC 14.2-14.3,
pgs. 444-448
B. The specific heat of ethanol is 2.44J/g.C. How many kilojoules of
energy are required to heat 50.0 g of ethanol from –20.0 to 68.0 oC?
a. 10.7 kJ
b. 8.30 kJ
c. 2.44 kJ
d. 1.22 kJ
Constructed Response
A. How does perspiration cool a human body?
B. How much heat is absorbed by a 2000 kg granite boulder as energy
from the sun causes its temperature to change from 10.0 to 29.0 oC?
Authentic/Real World
Performance
A. Label the phase and energy changes on the phase change diagram
for water.
WOC 14.2,
pg. 445
B. A jeweler is asked to design a gold ring. The ring must contain 5g of
gold. How much energy will be required to melt this much gold and
pour it into the ring mold?
CPAu = 0.129 J/g oC
MPAu = 1064 oC
HfAu = 12.4 KJ/mol
Comments:
CONTENT STANDARD: 10. Chemical equilibrium is a dynamic process at the molecular level.
CONTENT OBJECTIVE: 10.1
Use Le Chatelier’s Principle to predict the effect of changes in concentration, temperature and
pressure. (C.S. 9.a)
Prerequisites:
Prerequisite Vocabulary: reactants, products, chemical reaction, temperature, pressure, moles
Essential, New Vocabulary: LeChatelier’s principle, shift, concentration [], equilibrium, reaction rate
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Using an Iodine Clock reaction system, investigate the effects of temperature and concentration of the rate of the reaction.
Use Le Chatelier's Principle to predict how each of these changes would affect the ammonia equilibrium system:
N2 (g) + 3H2 (g)
a. removing hydrogen from the system
b. adding ammonia to the system
c. adding hydrogen to the system
2NH3 (g)
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Suggested Instructional
Resources
The following system is in equilibrium:
2S (s) + 5F2 (g)
SF4 (g) + SF6 (g)
WOC 17.8,
Pgs 554-652
The equilibrium will shift to the right if _____ .
Constructed Response
a. the concentration of SF4 is increased
b. the concentration of SF6 is increased
c. the pressure on the system is increased
d. the pressure on the system is decreased
Use Le Chatelier's principle to predict how each of these changes
would affect the ammonia equilibrium system:
N2 (g) + 3H2 (g)
2NH3 (g)
a. removing hydrogen from the system
b. adding ammonia to the system
c. adding hydrogen to the system
Authentic/Real World
Performance
Using an Iodine Clock reaction system, investigate the effects of
temperature and concentration of the rate of the reaction.
WOC 17.8,
pgs. 554-562
Comments:
10. Chemical equilibrium is a dynamic process at the molecular level
CONTENT STANDARD:
CONTENT OBJECTIVE:
10.2 Demonstrate how equilibrium is established when forward and reverse reaction rates are equal.
(C.S 9.b)
Prerequisites:
Prerequisite Vocabulary: concentration, pressure, temperature
Essential, New Vocabulary: equilibrium, forward reaction, reverse reaction, reaction rates, Keq, Q, equilibrium constant
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Ethanol boils at 79oC and melts at -114oC. A few grams of ethanol are heated from -130oC to +130oC.
Graph the heating curve for ethanol. Show time on the horizontal axis and temperature on the vertical axis.
How can a liquid and its vapor reach equilibrium in a closed container while the number of particles in the gaseous state
and in the liquid state remain unequal?
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Suggested Instructional
Resources
At equilibrium,
a. Keq = Q
b. Keq > 1
c. Keq = 1
d. Keq < 1
Constructed Response
How can a liquid and its vapor reach equilibrium in a closed container
while the number of particles in the gaseous state and in the liquid state
remain unequal?
Authentic/Real World
Performance
Ethanol boils at 79oC and melts at -114oC. A few grams of ethanol are
heated from -130oC to +130oC. Graph the heating curve for ethanol.
Show time on the horizontal axis and temperature on the vertical axis.
WOC 17.4-17.7,
pgs. 543- 554
Comments:
CONTENT STANDARD: 11.0 Identify oxidation states to elements that involve oxidation and reduction and demonstrate how to
balance oxidation-reduction reactions.
CONTENT OBJECTIVE: 11.1
Assign oxidation states to elements.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
Carbon can form up to ____________ covalent bonds.
a.
b.
c.
d.
2
2
3
4
Constructed Response
Life on Earth is considered carbon-based. Which properties of carbon lead to
this statement. Which other element(s) have these properties?
Authentic/Real World
Performance
Suggested Instructional
Resources
Using a standard set of molecular models, construct models of all of the
isomers of 4-, 5-, and 6-carbon alkanes.
WOC 20 and 21,
pgs. 633-634
WOC 20
pgs. 633-634
Comments:
CONTENT STANDARD: 11. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and
chemical properties, providing the biochemical basis of life.
CONTENT OBJECTIVE: 11.2
Demonstrate the system for naming the ten simplest linear hydrocarbons and isomers containing single
bonds, simple hydrocarbons with double and triple bonds, and simple molecules containing a benzene
ring. (C.S. 10.d)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Sample Assessment *
The correct sequence of prefixes for hydrocarbon naming is:
a. mono-bio-di-tri
b. meth-eth-prop-but
c. pri-die-tri-tetra
d. eth-meth-prop-but
Constructed Response
A. Draw all possible structures for butane, butene, and butyne.
B. Construct a chart of the first 10 hydrocarbons and their names,
including alkanes, alkenes, alkynes, cyclics, and aromatics.
Authentic/Real World
Performance
Develop a graph relating the number of carbon atoms in the first 10
normal alkanes to their boiling points. Discuss the results.
Suggested Instructional
Resources
WOC 20.220.4,pgs. 635648
WOC 20.7, 20.8
pgs. 651-654
Comments:
CONTENT STANDARD: 11. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and
chemical properties, providing the biochemical basis of life.
CONTENT OBJECTIVE: 11.3 Identify the functional groups which form the basis for alcohols, ketones, ethers, amines, esters,
aldehydes, and organic acids. (C.S 10.e*)
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Sample Assessment *
This compound (CH3CH2CH2COH) is _____.
a. an aldehyde
b. an ether
c. a ketone
d. an alcohol
Write the structural formulas for the following organic compounds:
a. methanoic acid
b. ethylpentyl ether
c. ethanamine
d. propanal
e. 1-butanol
Authentic/Real World
Performance
A. Create a chart showing the structures and IUPAC naming
conventions for the basic organic functional groups
B. Build some representative 3 dimensional models.
Suggested Instructional
Resources
WOC 20.1020.15,
pgs. 660-670
WOC 20.1020.15,
pgs. 660-670
Comments:
CONTENT STANDARD:
11. Identify reactions that involve oxidation and reduction and demonstrate how to balance oxidation-reduction
reactions.
CONTENT OBJECTIVE: 11.1. Assign oxidation states to elements.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: . Identify reactions that involve oxidation and reduction and demonstrate how to balance oxidationreduction reactions.
CONTENT OBJECTIVE: 11.2. Balance redox reactions using 1/2 the reaction method.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: . Identify reactions that involve oxidation and reduction and demonstrate how to balance oxidationreduction reactions.
CONTENT OBJECTIVE: 11.3. Identify the components of an electrochemical cell.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: 12. Describe nuclear processes as those in which an atomic nucleus changes, including radioactive decay
of naturally occurring and human-made isotopes.
CONTENT OBJECTIVE: 12.1. Explain that some naturally occurring isotopes of elements are radioactive, as are isotopes
formed in nuclear reactions.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: : 12. Describe nuclear processes as those in which an atomic nucleus changes, including radioactive decay
of naturally occurring and human-made isotopes.
CONTENT OBJECTIVE: 12.2. Compare and contrast the three most common forms of radioactive decay (alpha, beta, and
gamma) and know how the nucleus changes in each type of decay.
Prerequisites:
Prerequisite Vocabulary: anode, cathode, oxidation, reduction, oxidation states, half-reactions, electrochemistry
Essential, New Vocabulary: Oxidation-reduction (redox) reactions, oxidizing agent, reducing agent,
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD: : 12. Describe nuclear processes as those in which an atomic nucleus changes, including radioactive decay
of naturally occurring and human-made isotopes.
CONTENT OBJECTIVE: 12.3. Explain how alpha, beta, and gamma radiation produce different amounts and kinds of
damage in matter and have different penetrations.
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE:
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE:
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE:
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE:
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments:
CONTENT STANDARD:
CONTENT OBJECTIVE:
Prerequisites:
Prerequisite Vocabulary:
Essential, New Vocabulary:
Resources for Teaching the Objective:
Formal Assessments: District EOC,
CST Test
Concept Review and Practice:
Typical Time Range:
Performance Standard: Answer 4/5 correctly
on written exam on this objective.
Earn 4 on a 5 point rubric scale for constructed response
and authentic performance assessments.
Possible Instructional Strategies
Assessment and Practice
Format Specifications
Multiple Choice
Constructed Response
Authentic/Real World
Performance
Sample Assessment *
Suggested Instructional
Resources
Comments: