Download Chm. 1.1.1 Analyze the structure of atoms, isotopes, and ions. Chm

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Chemistry Review
Chm.1.1 Matter:Properties and Change
Chm. 1.1.1
Analyze the structure of atoms, isotopes, and ions.
Chm. 1.1.2
Analyze an atom in terms of the location of electrons.
Chm. 1.1.3
Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model
Chm. 1.1.4
Explain the process of radioactive decay by the use of nuclear equations and half-life.
Big Ideas
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Know the location and charge of protons, neutrons, electrons
Essential Questions
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Determine an element’s number of protons, electrons, and neutrons
based off the given isotopic symbols
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Differentiate average atomic mass of an element from the actual
isotopic mass and mass number of specific isotopes
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Analyze electrons in terms of
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Bohr model
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How can
atomic models
be used to
describe and
explain the
structure of
atoms?
In what ways
has the theory
of the atom
changed over
time due to
technological
developments?
What is the law
of conservation
of mass?
What is the law
of definite
proportions/mu
ltiple
proportions?
What were the
5 points to
Dalton’s
atomic theory?
How was the
use of cathode
rays
responsible for
the discovery
of the electron?
How did
Rutherford’s
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Excited stated vs. ground state
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Emission spectrum (Reference Table)
•
electron configurations
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Understand half-life problems
experiment
lead to the
discovery of
the atomic
nucleus?
What are the
properties
(charge, mass,
position) of
protons,
neutrons, and
electrons?
What is an
isotope?
What is the
atomic number
of an atom
equal to?
What is the
mass number
of an atom
equal to?
Why is the
mass number in
the periodic
table a
decimal?
How is the
wave-particle
duality
explanation
used to explain
light and
electrons?
What is the
relationship
between the
speed,
frequency, and
wavelength of
electromagneti
c radiation?
What is the
significance of
the
photoelectric
effect in
describing the
behavior of the
electron and
light?
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How did the
Heisenberg
Uncertainty
Principle and
the
Schrödinger
Wave equation
lead to atomic
orbitals?
What are the
downfalls of
the Bohr model
of the atom?
What are the
differences
between the
Bohr model
and the
Quantum
model of the
atom?
What is the
significance of
each of the four
quantum
numbers?
How are the
quantum
numbers used
to describe the
position of an
electron in an
atom?
How many
electrons fill
each energy
level and each
orbital?
What is the
significance of
the Aufbau
principle, the
Pauli Exclusion
Principle, and
Hund’s rule
when
discussing
electron
configuration
within the
atom?
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Given an
element, how
do I determine
its electron
configuration,
orbital
notation, and
electron dot
notation?
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How are
nuclear
reactions used
to describe
nuclear decay
How do
nuclear fission
and nuclear
fusion
reactions
differ?
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Atom
Emission Spectra
Atomic mass
Energy level
Atomic mass unit
Orbital
Atomic number
Electron
Sublevel
Electromagnetic radiation
Ion
Emission spectra
Isotope
Energy
Mass number
Energy level
Neutron
Frequency
Nucleus
Nucleus
Proton
Bohr Model
Orbital
Electron
Quanta
Electron cloud
Sublevel
Electron configurations
Wavelength
Fission
Photon
Fusion
Half life
Nuclear Decay
Radioactive decay
Student Performance Goals
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Learning Targets
Criteria for Success
I will…
I can…
Be able to look at the periodic table and
determine the number of protons, electrons and
neutrons and elements has
Determine number of protons, electrons, and
neutrons when given an isotopic symbol
Tell the difference between average atomic
mass and mass number
Draw an elements Bohr Model
Be able to determine electron configurations for
elements
Successfully work through half-life problems
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Correctly calculate the number of protons,
neutrons and electrons for all elements
Describe the difference between average
atomic mass and mass number
Correctly draw Bohr Models for all elements
making sure to include the nucleus and energy
levels in which to place the electrons
Write the correct electron configurations for
all elements making sure to include the s, p, d,
f in the appropriate order
Use given information to solve radioactive
half-life problems
Chm. 1.2 Understand the bonding that occurs in simple compounds in terms of bond type, strength, and properties
Chm. 1.2.1
Compare (qualitatively) the relative strengths of ionic, covalent, and metallic bonds
Chm. 1.2.2
Infer the type of bond and chemical formula formed between atoms
Chm. 1.2.4
Interpret the name and formula of compounds using IUPAC convention
Big Ideas
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Predict bond type based off location of
elements on the periodic table
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Determine positive and negative charge of
element based off location of element on
periodic table
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Predict chemical formulas
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Write and name binary chemical
formulas/compounds
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Write and name compounds using
Polyatomic Ions
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Know names and formulas for common
acids
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Explain the strengths and characteristics,
ionic, covalent, and metallic bonds
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Compare/Contrast polarity vs. nonpolarity
Essential Questions
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How does the distribution of electrons in
atoms affect the formation of a compound?
What factors determine the types of chemical
bonds that form between particles?
How do elements form ionic bonds?
How do elements form covalent bonds?
Are all electrons shared equally?
How are the properties of metals explained
through metallic bonding?
How are the names of compounds determined
(inorganic and acids)?
How are the formulas for compounds written?
How can I translate between a compound's
name and its formula?
How can the charges of ions be used to
determine balanced formulas involving
polyatomic ions?
What is the difference between ionic,
covalent, and metallic bonding?
Anion
Chemical Formula
Binary Compound
Cation
Ionic Bond
Metal
Covalent Bond
Lewis Structure
Molecule
Electron Dot Structure/Diagram
(Lewis Dot Structure/Diagram)
Periodic Table
Covalent Bond
Nomenclature
Ionic Bond
Diatomic Molecule
Polyatomic Ion
Metallic Bond
Ionic Bond
Valence Electron
London Dispersion Forces
Covalent Bond
Metallic Bond
Ionic Bond
Polar Bond
Ionic Compound
Nonmetal
Metallic Bond
Molecular Compound
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Learning Targets
Criteria for Success
I will…
I can…
Be able to distinguish the difference between
bond type and characteristics
Be able to predict bond type when given
elements
Be able to draw ionic bonding diagrams
Write chemical formulas
Name chemical compounds
Write chemical formulas and name compounds
using polyatomic ions
Determine Polarity/NonPolarity
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Explain the characteristics of covalent, ionic,
and metallic bonds
Examine elements given and based off their
location on the periodic table determine if they
will form a binary covalent, ionic, or metallic
bond
Use Lewis structures to draw ionic bonding
diagrams
Use ionic bonding diagrams to determine
cationic and anionic charges of the elements.
Determine charges of elements and use the
cross down method to write chemical
formulas
Use the correct IUPAC systems (include
Stock and Greek Systems) to correctly name
compounds
Name and write compounds containing
polyatomic ions
Chm. 1.3 Understand the physical and chemical properties of atoms based on their position on the Periodic Table
Chm. 1.3.1
Classify the components of a periodic table (period, group, metal, metalloid, nonmetal,
transition)
Chm. 1.3.2
Infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an
elements based on its position on the Periodic Table
Chm. 1.3.3
Infer the atomic size, reactivity, electronegativity, and ionization energy of an element from its
position on the Periodic Table.
Big Ideas
Essential Questions
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Identify groups as vertical columns on the
periodic table
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Know that main group elements have
similar properties, have the same number
of valence electrons, and same oxidation
numbers
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Identify periods as horizontal rows on the
periodic table
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Know the location of metals, nonmetals,
and metalloids on the periodic table
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Use electron configuration to justify
metallic character
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Using the periodic table, define and know
the period and group trends of:
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Atomic radius
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Electron affinity
•
Ionization energy
•
Electronegativity
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How does the placement of an element in the
Periodic Table relate to its chemical and
physical properties?
How does knowing trends on the Periodic
Table help scientists predict properties of the
representative elements?
What happens to the atomic radius as the
atomic number increases across a period?
Down a group?
What happens to the energy needed to remove
an electron as the atomic number increases
across a period? Down a group?
Why does atomic radius change as it does?
Why does the energy required to remove an
electron change as it does?
Arrange elements in order of increasing or
decreasing atomic radius/electron
affinity/ionization energy/electronegativity
and explain reasoning behind the trend.
Alkali Metal
Anion Radius
Electronegativity
Alkali Earth Metal
Atomic Radius
Ionization Energy
Group (Family)
Cation Radius
Reactivity
Halogen
Electron Affinity
Metalloid
Electron Configuration
Noble Gas
Electronegativity
Nonmetal
Ionic Radius
Oxidation Number
Ionization Energy
Period, Reactivity
Metallic Character
Transition Element
Octet
Valence Electron
Oxidation Number
Valence Electron
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Learning Targets
Criteria for Success
I will…
I can…
Describe the arrangement of the modern
Periodic Table in terms of identifying families
Describe elements in terms of number of
metallic character, number of valence electrons,
and number of oxidation numbers
State the general trend for and arrange elements
according to
o Atomic and ionic radius
o Ionization energy
o Electronegativity
o Metallic character
o Electron affinity
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Be able to determine if elements will gain or
lose electrons based off position on Periodic
Table
Be able to arrange a group of 3 or 4 elements
in increasing or decreasing order according to
desired trend (atomic radius, ionization
energy, ionic radius, electronegativity,
electron affinity)
Be able to tell if elements are in the same
family and have the same number of energy
levels based off given properties
2
Big Ideas
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Know
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the
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evidences 
of
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chemical 
change.
Recogniz 
e
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reactions 
Essential Questions
How do I explain collision theory?
How must molecules collide in order to react?
What must be achieved before a reaction occurs in terms of energy?
What are the criteria used to determine whether or not a chemical reaction has occurred?
What is a precipitate and how can solubility rules be used to predict precipitate
formation?
How can I test for the presence of hydrogen being produced in a reaction?
How can I test for the presence of oxygen in a chemical reaction?
How can yI test for the presence of carbon dioxide being produced in a chemical reaction?
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by type.
Predict
products
of
synthesis,
decompos
ition,
single
replacem
ent,
double
replacem
ent, and
combusti
on
reactions.
Balance
reactions
using the
law of
conservat
ion of
matter
and
coefficien
ts.
Perform
stoichiom
etric
calculatio
ns in
different
units
(grams,
moles,
liters,
molecules
, etc.)
Calculate
empirical
and
molecular
formulas.
Calculate
percentag
e
compositi
on of
compoun
ds and
hydrates.
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How can I test for the presence of water produced in a chemical reaction?
How does absorption and release of heat indicate that a chemical change occurs?
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How do I calculate the empirical formula given percentage composition data for a
compound?
How do I calculate the molecular formula of a compound given the empirical formula and
the molar mass?
How do I calculate the molecular formula given the molar mass and percentage
composition data for the compound?
How do I determine the percentage composition by mass of a compound?
How do I perform calculations based on percent composition?
How do I interpret lab data to find the composition of a hydrate?
How do I use the activity series to predict products of single replacement reactions?
How do I use solubility rules to predict whether or not a precipitate will occur in a double
replacement reaction when both reactants are aqueous?
 What do coefficients in balanced reactions represent?
 How do I perform stoichiometry calculations given grams, moles, liters and particles and
finding grams, moles, liters and particles?
 How do I convert between units using the definitions of:
1 mol= 6.02 X 1023 atoms, molecules
particles,
formula units
1 mol = grams of an element or compound
1 mol of a gas at STP= 22.4L
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endothermic
reactants
mole ratio
empirical formula
exothermic
products
molecular weight
molecular formula
potential energy
double replacement
stoichiometry
molecular weight
products
hydrocarbon
reactants
percentage composition
reactants
combustion
products
hydrates
activation energy
reactants
ionic equations
law of conservation of
matter
law of conservation of
matter
products
single replacement
precipitate
activity series
net ionic equations
solubility rules
synthesis
Student Performance Goals
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Learning Targets
Criteria for Success
I will…
I can…
Be able to explain collision theory.
Be able to determine if a chemical reaction has
occurred based evidence of chemical changes and
reaction thermodynamics.
Be able to write and balance chemical equations
predicting product(s) in a reaction using the
reference tables.
Be able to identify acid-base neutralization as
double replacement.
Be able to write and balance ionic and net ionic
equations.
Be able to identify combustion reactions.
Be able to use reference table rules to predict
products for all types of reactions to show the
conservation of mass.
Be able to use activity series to predict whether a
single replacement reaction will take place.
Be able to use the solubility rules to determine the
precipitate in a double replacement reaction if a
reaction occurs.
Be able to interpret coefficients of a balanced
equation as mole ratios.
Be able to use mole ratios from the balanced
equation to calculate the quantity of one substance
in a reaction given the quantity of another
substance in the reaction.
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Discuss the need for effective collisions between
molecules in order to overcome activation energy
and react.
Interpret potential energy diagrams so that the
activated complex, reactants, products, change in
enthalpy can be determined.
Identify exothermic and endothermic reactions
from potential energy diagrams.
Determine whether or not a chemical reaction has
occurred by looking for precipitate formation,
color change, production of gases(hydrogen,
oxygen, carbon dioxide, and water vapor), or
temperature change.
Distinguish between color change as a result of
new substances being made and dilution with
water.
Show that the enthalpy change is negative for an
exothermic reaction using lab data and that the
enthalpy change is positive for an endothermic
reaction using lab data.
Use the reference tables to identify types of
reactions given reactants.
Predict products of reactions once the type is
identified.
Balance reactions using the lowest whole number
coefficients to satisfy the law of conservation of
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Be able to calculate empirical formula from mass
or percent using experimental data.
Be able to calculate molecular formula from
empirical formula using molecular weight.
Be able to determine percentage composition by
mass of a given compound.
Be able to perform calculations based on percent
composition.
Be able to determine the composition of hydrates
using experimental data.
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matter.
Write and balance ionic reactions.
Write and balance net ionic reactions.
Write and balance acid base neutralization
reactions.
Write and balance combustion reactions.
Identify hydrocarbons as compounds containing
C and H.
Use the activity series of metals and of halogens
to predict products of single replacement reactions
if they occur.
Use the solubility rules in conjunction with
double replacement reactions to predict if an
insoluble precipitate will form.
Interpret coefficients as mole ratios in a balanced
reaction when performing stoichiometric
calculations.
Work stoichiometry problems given grams,
moles, molecules, particles, liters (for gases) and
looking for grams, moles, molecules, particles,
liters (for gases).
Determine the empirical formula for a compound
given percentage composition data.
Determine the molecular formula for a compound
given the empirical formula and molar mass.
Determine the molecular formula given the molar
mass and percentage composition data.
Determine the percentage composition by mass
of a compound.
Determine the formula for a hydrate by using
experimental data such as the mass of the
compound before and after heating.
Chm.3.1 Interaction of Energy and Matter
Chm.3.1 Understand the factors affecting rate of reaction and chemical equilibrium.
Chm.3.1.1
Explain the factors that affect the rate of a reaction (temperature, concentration, particle
size and presence of a catalyst).
Chm.3.1.2
Explain the conditions of a system at equilibrium.
Chm.3.1.3
Infer the shift in equilibrium when a stress is applied to a chemical system (Le
Chatelier’s Principle).
Big Ideas
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Essential Questions
Know the factors that affect the rate of a
reaction.
Explain how the number of effective collisions
affects the reaction rate by changing
temperature, pressure, concentration and adding
a catalyst.
Analyze the factors that affect the equilibrium
in balanced reactions.
Know that the equilibrium constant expression
measures the extent that a reaction proceeds to
equilibrium.
Understand Le Chatelier’s principle and how it
explains the effects of concentration,
temperature, pressure on the equilibrium.
Know that the entropy change in a reaction is
related to the equilibrium shift.
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How are reaction rate and number of
effective collisions related?
What are the factors that affect the
number of collisions in a reaction?
How do increases in temperature,
pressure, concentration and surface area
affect the number of collisions in a
reaction?
How does a catalyst increase the rate of
reaction?
What is chemical equilibrium?
What type(s) of reactions reach
equilibrium?
How are equal rates of reactions and
equal concentrations of reactants/products
related?
How are equilibrium constant expressions
for reactions written?
How are equilibrium constant expressions
evaluated as a measure of the extent that a
reaction proceeds to completion?
What does the value of the equilibrium
constant expression express?
What are some factors that affect the
equilibrium?
How do temperature, pressure, and
concentration affect the equilibrium of a
reaction?
How is the shift in equilibrium in
response to a stress related to the entropy
change of the reaction?
pressure
Chemical equilibrium
Reactant
concentration
Equilibrium expression
Product
surface area
Equilibrium constant
Heat
catalyst
Le Chatelier’s principle
Pressure
collision
Order
energetics
Disorder
kinetic energy
Equilibrium
Le Chatelier’s Principle
order
reactant
product
reaction rate
Student Performance Goals
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Learning Targets
Criteria for Success
I will…
I can…
Understand qualitatively that reaction
rate is proportional to number of
effective collisions.
Be able to explain that nature of
reactants can refer to their complexity
and the number of bonds that must be
broken and reformed in the course of
reaction.
Be able to explain how temperature
(kinetic energy), concentration,
and/or pressure affect the number of
collisions.
Be able to articulate how increased
surface area increases number of
collisions.
Be able to explain how a catalyst
lowers the activation energy, so that
at a given temperature, more
molecules will have energy equal to
or greater than the activation energy.
Define chemical equilibrium for
reversible reactions.
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Be able to distinguish between
equal rates and equal
concentrations.
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Be able to explain equilibrium
expressions for a given reaction.
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Be able to evaluate equilibrium
constants as a measure of the
extent that the reaction proceeds
to completion
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Be able to determine the effects of
stresses on systems at equilibrium.
(Adding/ removing a reactant or
product; adding/removing heat;
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Describe the effect of collisions among molecules on the
reaction rate.
Look at the formulas for compounds in reactions and
know that energy is stored in bonds that are formed and
broken during a chemical reaction.
Determine how the reaction rate will be affected by
changes in the temperature, pressure, and concentration
of reactants or products.
Describe how the number of collisions among molecules
is affected by using smaller or larger particles to perform
the reaction.
Analyze lab data concerning the reaction rate and
changing the temperature or concentration of a reactant.
Interpret reaction energy diagrams for catalyzed and
uncatalyzed reactions.
Discuss the purpose of equilibrium constant expressions
and show that when Keq=1 the reaction is at
equilibrium, when Keq<1 the reaction is making
reactants (shifting left), and when Keq>1 the reaction is
making products(shifting right).
Determine the correct equilibrium constant expression
for a reaction as
Use Le Chatelier’s Principle to determine which way a
reaction at equilibrium will shift in response to a stress
such as increasing/decreasing the temperature,
adding/removing a reactant or product, adding a catalyst,
and for gases increasing/decreasing the temperature.
Articulate in terms of entropy changes, why the
equilibrium shifts in response to stresses added.
Explain the applications of Le Chatlier’s Principle in the
lab and industry.
Analyze lab data obtained by adding or removing
reactants/products or increasing/decreasing the
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increasing/decreasing pressure)
Be able to relate the shift that occurs
in terms of the order/disorder of the
system.
temperature using Le Chatelier’s Principle.
Chm.3.2 Interaction of Energy and Matter
Chm.3.2 Understand solutions and the solution process.
Chm.3.2.1
Classify substances using the hydronium and hydroxide ion concentrations.
Chm.3.2.2
Summarize the properties of acids and bases.
Chm.3.2.3
Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar
ratio).
Chm.3.2.4
Summarize the properties of solutions.
Chm.3.2.5
Interpret solubility diagrams.
Chm.3.2.6
Explain the solution process.
Big Ideas
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Know the properties of acids and bases.
Know how to calculate pH, pOH, [H+1], and [OH1
] using formulas given in the reference tables.
(pH=-log [H+1], pOH=-log [OH-1], [H+1]=10-pH,
and [OH-1]=10-pOH )
Understand the pH an pOH scale
Understand the purpose and use of indicators.
Use lab data and solve problems with
concentration molarity and titration data.
Understand the properties of solutions.
Know the concept of solubility and be able to
interpret solubility graphs
Understand the nature and energetics of the
solution process.
Essential Questions
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How do I identify acids and bases based on the
chemical formula?
How do I identify acids and bases based on
chemical and physical properties?
What is the relationship between concentration of
solutions and the degree of dissociation?
How is the pH /pOH scale used to determine
acidity /basicity of a solution?
How is the pH/pOH related to the concentration
of hydrodgen/hydroxide ions in a solution?
How do I use indicators to determine the pH of a
solution?
What are the different indicators used to
determine the acidity of solutions?
How do I calculate pH, pOH, [H+1], and [OH-1]
given the formulas provided in the reference
tables? (pH=-log [H+1], pOH=-log [OH-1],
[H+1]=10-pH, and [OH-1]=10-pOH )
What information do the values of pH, pOH,
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[H+1], and [OH-1] provide about a solution?
How do I calculate the molarity of a solution
given grams and the volume of water? (using
formula: M= moles of solution / liter of solution)
How do I calculate the grams of solute necessary
to make a given volume of solution with a known
molarity?(using formula M= moles of solute / liter
of solution
How do I solve dilution problems given molarity
and volume data?(using formula M1V1=M2V2)
How do I solve titration problems for an
unknown molarity?(using formula M1V1=M2V2)
How are titration curves interpreted to determine
the properties of the acid and base titrated?
How can titration curves be used to determine the
end point and equivalence point of a titration?
What are the properties of solid, liquid, aqueous,
and gaseous solutions?
Why are solutions considered homogenous
mixtures?
What are the quantitative characteristics of the
solutes and the solvent as compared to the whole
solution?
What are the characteristics of electrolytic and
nonelectrolytic solutions?
How is the electrical conductivity of a solution
determined?
What are colligative properties?
What causes colligative properties?
What are the qualitiative consequences of adding
solutes to pure liquids in terms of the vapor
pressure, the boiling point, the freezing point, and
the osmotic pressure of the resulting solution?
What are the properities that solubility of a
substance is dependent on?
How is the solubility of a substance related to the
type of compound (ionic or covalent) as the
temperature changes?
How is the solubility of a substance related to the
state of matter (solid or gas)as the temperature
changes?
How can I determine the solubility of a substance
using a solubility graph?
How can I use a solubility graph to tell whether a
solution is saturated, unsaturated, or
supersaturated at a given temperature?
How are the forces of attraction (intermolecular
forces) related to the solubility of the solution?
How can I show using particle diagrams the
forces of attraction among soluble and insoluble
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particles that make up solutions?
How is the heat transfer (released or absorbed)
related to the dissolving process?
How can I determine whether dissolving is an
endothermic or exothermic process?
How is solubility related to the attraction of the
solute and solvent as the temperature is changed?
How is the solubility of a gas related to the
attraction of the solute and solvent as the pressure
is changed?
[H+1]
Electrolytic solution
Electrolytic solutions
Solubility
[OH-1]
Electrical conductivity
Electrical conductivity
Solubility diagrams
Acid
Nonelectrolytic solution
Nonelectrolytic solutions
Saturated
Base
Acid
Colligative properties
Concentration
Base
Unsaturated
Supersaturated
Freezing point depression
pH
Hydronium
Solute-solvent attraction
Boiling point elevation
Molarity
Hydroxide
Soluble
Dilution
Osmotic
pressure
Concentration
Vapor pressure reduction
pH
Insoluble
pOH
Titration
Molarity
Titration curve
Dissociation
Molar ratio
Titration
pH scale
Litmus paper
Phenolphthalein
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Learning Targets
Criteria for Success
I will…
I can…
Be able to distinguish between acids and bases
based on formula and chemical properties.
Be able to differentiate between concentration
(molarity) and strength (degree of dissociation).
No calculation involved.
Be able to use the pH scale to identify acids and
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Distinguish between acids and bases
on the basis of the chemical formula
and physical and chemical properties.
Differentiate between strong
acids/bases and weak acids/bases by
knowing the molarity and
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bases.
Be able to interpret pH scale in terms of the
exponential nature of pH values in terms of
concentrations.
Relate the color of indicator to pH using pH
ranges provided in a table.
Be able to compute pH, pOH, [H+1],
and
[OH-1].
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Be able to distinguish properties of acids and
bases related to taste, touch, reaction with
metals, electrical conductivity, and
identification with indicators such as litmus
paper and phenolphthalein.
Be able to compute concentration (molarity) of
solutions in moles per liter.
Be able to calculate molarity given mass of
solute and volume of solution.
Be able to calculate mass of solute needed to
create a solution of a given molarity and
volume.
Be able to solve dilution problems:
M1V1 = M2V2.
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Perform 1:1 titration calculations:
MAVA = MBVB
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Be able to determine the concentration of an
acid or base using a titration. Interpret titration
curve for strong acid/strong base.
Be able to identify types of solutions (solid,
liquid, gaseous, aqueous).
Define solutions as homogeneous mixtures in a
single phase.
Distinguish between electrolytic and
nonelectrolytic solutions.
Summarize colligative properties (vapor
pressure reduction, boiling point elevation,
freezing point depression, and osmotic
pressure).
Be able to use graph of solubility vs.
temperature to identify a substance based on
solubility at a particular temperature.
Be able to use a graph of solubility vs
temperature of several substances to relate the
degree of saturation of solutions to temperature.
Develop a conceptual model for the solution
process.
Be able to describe the energetics of the
solution process as it occurs and the overall
process as exothermic or endothermic.
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concentration.
Use the pH/pOH scales to identify
acids and bases.
Understand the logarithmic nature of
the pH/pOH scales
Use indicators to determine the
acidity/basicity of solutions based on
numbers and/or color changes and
tables
Calculate pH, pOH, [H+1], and [OH-1]
using the formulas given in the
reference tables.
Perform experiments and analyze lab
data to distinguish acids and bases
using indicators and physical
properties.
Work problems given grams and
volume to find molarity of solutions.
Work problems given molarity and
volume to find grams of solute
required to make solutions.
Solve problems related to dilutions and
titrations to find unknown volumes or
molarities.
Perform titrations in the lab to
determine an unknown molarity of a
solution such as vinegar or how much
of a substance is neutralized such as
aspirin.
Interpret titration curves by finding the
end point, equivalence point, the pH at
the equivalence point and the strength
of the acid and base titrated.
Identify solutions based on physical
properties such as state of matter,
electrical conductivity, and
concentration.
Describe the similarities and
differences among different types of
solutions.
Describe the solute(s) and solvent that
make up solutions.
Perform lab experiments to determine
the electrical conductivity of solutions
and relate it to the type of solution.
Describe how colligative properties of
solutions are determined by the
addition of solute and dependent upon
the quantity of solute added.
Show qualitatively that all solutions
posses the following colligative
properties because of the addition of
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Be able to explain solubility in terms of the
nature of solute-solvent attraction, temperature
and pressure (for gases).
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solutes: vapor pressure lowering,
boiling point elevation, freezing point
depression, and changing the osmotic
pressure.
Interpret solubility curves to show the
temperature that a substance is
saturated, unsaturated, and
supersaturated when dissolved in a
given quantity of solvent (water).
Use solubility curves to determine the
relative solubility of one substance
compared to others as the temperature
changes.
Describe and explain why some
solutions release heat when they are
created and some solutions absorb heat
in terms of solute-solvent attraction.