Download 2nd Semester Honors Chemistry Content Standards

Honors Chemistry Content Standards
Iowa Core Curriculum 2011
Semester 2
Chemistry is the science of matter. Its studies include atomic theory; water and its properties;
chemical elements, chemical reactions, and energy transformations; nuclear chemistry; and
organic chemistry. In all areas of physical science the focus is on the application of the
knowledge to solve real life problems. It is the use of the conceptual knowledge and not simply
the knowledge itself that should form the core of this discipline. Physical science instruction
must include the inquiry knowledge and skills described in the inquiry section of the Science
Core Curriculum. Instruction should be engaging and relevant and strong connections must be
made the student’s lives.
All standards listed are directly from the Iowa Core Curriculum Physical Science Standards.
* denotes more complex standards than indicated by the Iowa Core Curriculum
 denotes standards that are not part of the Iowa Core Curriculum
I. SCIENCE AS INQUIRY
I.1 Students can formulate a testable hypothesis and demonstrate the
logical connections between the scientific concepts guiding hypothesis
and the design of an experiment
I.2 Students can design and conduct scientific investigations using proper
equipment, safety precautions, appropriate technologies, inquiry skills
and use appropriate resources to clarify: questions, methods, controls,
variables, organization, and presentation to produce critical thought
and discussion
I.3 Students will use appropriate technology and mathematics to improve
investigations and communicate effectively
I.4 Student inquires will culminate in formulating an explanation or
model to stimulate discussion and/or demonstrate a logical cause and
effect relationship
I.5 Students will be able to recognize and analyze alternative explanations
or models by critically analyzing or reviewing current scientific
understandings weighing evidence and logically apply scientific
reasoning to evaluate any and all plausible explanations
I.6 Students will develop refined ability to communicate and defend their
scientific argument using writing, procedures, expressed concepts,
accurate data and current scientific models to express themselves
verbally, statistically, and logically using charts, diagrams, digital
media and written reports
1. Organic Chemistry
1.1 Students know that carbon atoms can bond to one another in chains,
rings and branching networks to form a variety of structures
1.2* Students can identify, name and draw the first ten hydrocarbons
1.3* Students can derive and draw structural formulas, molecular
formulas and organic short hand interchangeably
LAB:
Calorimeters
LAB: Percent
Yield
LAB: Electrolysis
of Water
LAB: Enthalpies
of Reactions
LAB: Orders of
Reactions
ACT: Building
Blocks of Life
LAB:
Saponification
2*. Functional Groups
2.1* Students can identify and draw organic functional groups and classes
of organic molecules such as: alkanes, alkenes, alkynes, alcohols,
aldehydes, ketones, organic acids, lipids, monosaccharide,
disaccharides, polysaccharides, esters, ethers, amines, and amino
acids and polymers
3. Empirical and Molecular Formulas ()
3.1 Students know that empirical formulas are simplest hole number
ratio of elements in a compounds
3.2 Students can derive empirical formulas from percent composition
3.3 Students know that the molecular formula is the whole number
composition of a molecule calculated as a factor of an empirical
formula
3.4 Students can calculate molecular formulas from percent composition,
molecular mass and the derived empirical formula
4. Chemical Reactions
4.1
Students know that chemical reactions occur all around us: health
care, cooking, cosmetics, automobiles, environmentally,
physiologically, industrially…
4.2
Students can identify classes of simple chemical reactions such as:
synthesis, decomposition, combustion, single displacement and
double displacement
4.3
Students know that the Law of Conservation of Matter states that
matter can not be created or destroyed or re-arranged in a chemical
reaction and therefore equations must be balanced
4.4
Students will be able to balance all types of chemical equations
5*. Predicting Products
5.1* Students will be able to predict the products of chemical reactions
given reactants and balance the equation
5.2* Students will be able to utilize the Activity Series to determine the
likelihood of a reaction propagating forward
6. Oxidation Reduction Reactions
6.1
Students know that a large number of important reactions involve
the transfer of electrons between atoms, molecules or ions
6.2
Students know that oxidation reaction involve the loss of electrons in
a half reaction
6.3
Students know that reduction reactions involve the gain of electrons
in a half reaction
6.4* Students will be able to identify and balance redox half reactions
6.5* Students will be able to explain the electrolysis of water and the
Hoffman Apparatus
LAB: Polymer
Balls
LAB: Production
of Magnesium
Oxide
LAB: Chemical
Equations
7. Stoichiometry ()
7.1 Students know that stoichiometry is the application of molar
relationships between reactants and products in a balanced chemical
equation
7.2 Students will be able to apply dimensional analysis using
stoichiometry to solve mole-mole, mole-mass and mass-mass
problems
7.3 Students know that some reactants limit the overall outcome or
production of products in a chemical reaction
7.4 Students can utilize stoichiometry and dimensional analysis to
quantitatively identify limiting reactants and expected yields
7.5 Students can utilize stoichiometry and dimensional analysis to the
percent yield for a chemical reaction and limiting reactants
LAB: Molar
Relationships
LAB: Iron &
Copper Sulfate
LAB: Percent
Yield
8. Thermochemistry – Endothermic and Exothermic Reactions
8.1
Students know that the study of thermodynamics involves the
production and/or utilization of heat (energy) in all chemical
reactions
8.2*
Students know that endothermic reactions involve the overall input
of heat in a chemical reaction whereas exothermic reactions
involve the overall liberation of heat energy in a chemical reaction
8.3*
Students can diagram and write endothermic reactions and
LAB: Copper and
exothermic reactions
Energy
9*. Thermochemistry – Calorimeters & Specific Heat Capacity
9.1*
Students know that enthalpy is the quantitative expression of the
total amount of heat (energy) involved in a chemical reaction
9.2*
Students know that calorimeters are tools used to experimentally
calculate the heat of a reaction
9.3*
Students know that the Specific Heat Capacity of substance is the
amount of energy needed to raise 1 gram of that substance 1
degree Celsius
9.4*
Students can utilize the Calorimeter Equation to the amount of
energy required or produced in a chemical reaction
9.5*
Students can utilize stoichiometry and dimensional analysis to
calculate the overall enthalpy of a reaction
10*. Thermochemistry – Hess’s Law, Entropy, Gibbs Free Energy
10.1* Students can apply Hess’s Law to calculate the theoretical enthalpy
of a reaction
1.2*
Students know that entropy measures the degree of disorder in a
system
10.3* Students can apply the Second Law of Thermodynamics – the
tendency in nature is always towards more disorder
LAB: Heats of
Reactions
10.4*
10.5*
10.6*
10.7*
Students can calculate entropy changes in chemical reactions to
determine if a reaction will be spontaneous or non-spontaneous
Students know that Gibb’s Free Energy is the quantify of energy
that is available or stored to do useful or work or cause change
Students will be able to calculate Gibb’s Free Energy in chemical
reactions to determine if a reaction is favorable or unfavorable
Students will be able to diagram and explain the Heating Curve of
Water incorporating Heats of Fusion, Specific Heat Capacity and
Heats of Vaporization
DEMOS: Spontaneous
Combustion of Gummy
Bear
DEMO: Ammonium
Dichromate Volcano
11. Kinetic Molecular Theory of Gases ()
11.1 Students can use the Kinetic Molecular Theory of Matter to list and
explain the six properties of gases
11.2 Students can use the Kinetic Molecular Theory of Matter to list and
explain the four variables that influence and dictate the behavior of
a gas
11.3 Students can apply dimensional analysis to perform calculations
and conversions between temperatures, volumes and pressures
12. Gas Laws ()
12.1
Students can utilize Boyle’s Law to explain and calculate the inverse
relationship between the pressure of gas and volume of a gas
12.2
Students can utilize Dalton’s Law of Partial Pressures to explain and
calculate the total pressure of a system as the sum of the partial
pressures of each individual gas
12.3
Students know that Avogadro’s Principle states that 1 mole of any
gas will occupy a constant volume (22.4 L) at standard temperature
and pressure (STP)
12.4
Students can utilize Avogadro’s Principle to quantitatively analyze
the relationship between moles and volumes of a gas at STP
12.5
Students can utilize Charles’ Law to explain and calculate the direct
relationship between absolute temperature a gas and volume of a
gas
12.6
Students know that Absolute Zero (O Kelvin) is a theoretical
temperature in which all molecular motion stops and matter ceases
to exist
12.7
Students can utilize the Ideal Gas Law to explain and calculate the
hypothetical behavior of a gas involving all four variables
12.8
Students can utilize the Combined Gas Law to explain and calculate
the ratio between the pressure-volume product and the
temperature of a system as it remains constant for a given amount
of gas
13. Phase Diagrams ()
13.1 Students know that absolute temperature and pressure influence
and dictate the phases of matter
13.2 Students can interpret and analyze phase diagrams
LAB: Charles Law
VIDEO: Search for
Absolute Zero
DEMOS: Fun with Pressure
14. Solutions ()
14.1 Students know that a solution is a homogenous mixture of two or
more substances composed a solvent and solutes
14.2 Students know that a solute is the substance that dissolve into a
solvent
14.3 Students can interpret solubility diagrams to determine
concentrations and solubilities as related to temperature
14.4 Students can indentify and explain solutions as unsaturated,
saturated and supersaturated
15. Molarity ()
15.1 Students know that molarity is a the quantitative description of the
amount of solute in one liter of solvent
15.2 Students can quantitatively describe a solutions molarity using
stoichiometry and dimensional analysis
15.3 Students can apply solution chemistry, solubilities and molarity to
prepare solutions and create quantitative dilutions
16. Equilibrium and Le Chatlier’s Principle ()
16.1 Students know that an equilibrium has been reach in a reaction
when there is not net change in the concentration of the products or
the reactants
16.2 Students can write dissociation reactions for reversible reactions in
equilibrium
16.3 Students can diagram and explain the propagation of dissociation
reactions until equilibrium is achieved
16.4 Students know that the dissociation constant is the quantitative
description of equilibrium reaction that is a ratio of the forward
reaction and the reverse reaction
16.5 Students can calculate and interpret dissociation constants to
determine the favorability of forwards reactions as compared to the
favorability of reverse reactions
16.5 Students know that equilibrium systems are influenced by three
factors: temperature, pressure and concentration
16.7 Students know that Le Chatlier’s Principle implies that when a
stress is applied to an equilibrium system the equilibrium will shift
to decrease the effects of the stress
16.8 Students can predict and explain the direction a equilibrium will
shift as different stress are applied
17. Acid and Base Reactions
17.1
Students can list and explain characteristics of acids and bases
17.2
Students that know Arrhenius Acids dissociate in water to produce
the hydrogen ion and that Arrhenius Bases dissociate in water to
produce the hydroxide ion
17.3* Students can write Arrhenius Acid and Arrhenius Base dissociation
reactions
17.4
Students know that a Bronsted-Lowry Acid is any substance that
donates a hydrogen ion to produce the hydronium ion whereas a
Bronsted-Lowry Base is any substance that accepts a hydrogen ion
17.5* Students can write Bronsted-Lowry Acid/Base reactions identifying
the acid, base, conjugate acid and conjugate base
17.6
Students know that acids are classified by the number of hydrogen
ions they can donate to identify monoprotic acids, diprotic acids
and polyprotic acids
17.7* Students can write the first, second and third dissociation reactions
for polyprotic acids
17.8
Students know that when a metal reacts with an acid it always
produces hydrogen gas
17.9* Students can predict the write the outcome of an acid reacting with
a metal
17.10 Students know that acid and bases react together in neutralization
LAB: Acid-Base
reactions to produce a salt and water
Titration
17.11* Students can predict and write the out of an acid-base
neutralization reaction
18. Acid-Base: pKa, pKb, pH
18.1* Students know that the Acid Dissociation Constant indicates the
strength of an acid and the Base Dissociation Constant indicates the
strength of a base
18.2* Students can calculate the Acid Dissociation Constant or the Base
Dissociation Constant of a reaction
18.3* Students can calculate the hydronium ion concentration in an
acid/base reaction or the hydroxide ion concentration
interchangeably
18.4
Students know that pH is a scale that indicates the strength of acid
or a base as determined by the negative logarithm of the
hydronium ion concentration
18.5
Students can calculate pH of solution using either the hydronium
ion concentration or the hydronium ion concentration
18.6* Students can calculate the hydronium ion concentration or the
hydronium ion concentration of solution given a pH
19. Kinetics: Collision Theory
19.1
Students know that chemical reactions can take place in time
periods ranging from a few femtoseconds required for an atom to
move a fraction of a chemical bond to geological time scales of
billions of years
19.2
Students know that kinetics is the study of reaction rates and
reaction mechanisms
19.3
Students know that Collision Theory requires that reactants must
physically collide with correct geometric orientation and sufficient
energy for a reaction to proceed
19.4*
19.5*
Students can diagram and explain the Maxwell-Boltzman Energy
Distribution Curve for a reaction
Students can identify and explain activated complexes according to
the Absolute Reaction Rate Theory
20. Kinetics: Rates of Reactions
20.1
Students know that a reaction rate is the change in reactant
concentrations in a given amount of time and is determined
experimentally as the disappearance of reactants and the
appearance of products
20.2* Students can calculate reactions rates as the quotient of
concentration changes in a given period of time
20.3* Students can calculate and identify the order of reactions as either:
zero order, first order or second order
20.4
Students can identify and explain the four factors that affect
reaction rates: temperature, contact probability, complexity of
reactants and catalyst
20.5* Students know that increasing temperature increases the number
of molecules effectively colliding and decrease the activation
energy
20.6* Students know that increasing concentrations, increasing surface
areas and physical integration increases the collision probability
and increases the number of effective collision
20.7* Students can analyze the complexity of reactions to determine the
favorability of a reaction by using G, H and S
20.8* Students know that a catalyst is a mechanism that speeds up the
rate of a reaction by decreasing the activation energy and
increasing the effective number of collisions
LAB: Order of
Reactions