Download AP Chemistry Curriculum Map - Belle Vernon Area School District

Curriculum Map for AP Chemistry
Course Understandings
Essential Questions
 What are the
differences between
pure substances and
mixtures?
Students will understand:
 Chemistry is the
study of matter
and the changes it
undergoes.


Atomic theory is
the foundation for
the study of
chemistry.

The nature of
science depends
on the ability to
conduct scientific
experiments with
reproducible
results.


What are the
processes in place
so that scientific
research is accurate
and reproducible?

The metric system
is the basis of
measurement in
the scientific
community.
In what ways has
the theory of the
atom changed over
time due to
technological
improvements?
How is the metric
system used to
express scientific
values and
constants?
 How do
stoichiometric ratios
relate reactants to
products in a
chemical reaction?
Assessments
First Quarter
Diagnostic –
 Students will be assessed
using lab skills
assessments.
 Students’ knowledge
background will be
assessed through
teacher questioning.
 Students’ knowledge will
be assessed using lab
techniques such as
interpreting data,
graphing, and
calculations.
Formative Assessments –
 Students’ progress
will be assessed
using weekly
quizzes to check
for understanding.
 Informal
assessments will
also be done
during in class
assignments,
homework, and
laboratory
activities.
 Students will be
assessed using
posttests for each
unit of study.
 Students will be
assessed using real
Course Knowledge/Skills
Standard: 3.2.C.A1 – Differentiate between physical
properties and chemical properties
Anchor: CHEM.A.1.1 – Identify and describe how
observable and measureable properties can be used to
classify and describe matter and energy.
Eligible Content
 CHEM.A.1.1.2 – Classify observations as qualitative
and/or quantitative.
 CHEM.A.1.1.3-Utilize significant figures to
communicate the uncertainty in a quantitative
observation.
Standard: 3.2.C.A1 – Differentiate between pure substances
and mixtures; differentiate between heterogeneous and
homogeneous mixtures
Anchor: CHEM. A.1.2 – Compare the properties of mixtures
Eligible Content
 CHEM.A.1.2.1 – Compare properties of solutions
containing ionic or molecular solutes (e.g.,
dissolving, dissociating).
 CHEM.A.1.2.2 – Differentiate between
homogeneous and heterogeneous mixtures (e.g.,
how such mixtures can be separated).
 CHEM.A.1.2.3 – Describe how factors (e.g.,
temperature, concentration, surface area) can affect
solubility.
Anchor: CHEM. A.2.1 – Explain how atomic theory serves
as the basis for the study of matter
Eligible Content
 CHEM.A.2.1.1 – Describe the evolution of the atomic
theory leading to the current model of the atom
based on the works of Dalton, Thomson, Rutherford,
and Bohr.
 CHEM.A.2.1.2 – Differentiate between the mass
number of an isotope and the average atomic mass
data obtained to
solve problems
and answer
questions.
Summative Assessments –
 Quarterly Exam #1
will be used to assess
student
comprehension and
analysis.
of an element.
Anchor: CHEM.B.1.2 – Apply the mole concept to the
composition of matter
Eligible Content
 CHEM.B.1.2.2 – Apply the law of definite
proportions to the classification of elements and
compounds as pure substances
Standard: 3.2.C.A3 – Describe the three normal states of
matter in terms of energy, particle motion, and phase
transitions
Anchor: CHEM. A.1.1. – Identify and describe how
observable and measureable properties can be used to
classify and describe matter and energy.
Eligible Content
 CHEM. A.1.1.3 – Utilize significant figures to
communicate the uncertainty in a quantitative
observation.
Standard: 3.2.C.A4 – Predict how combinations of
substances can result in physical and/or chemical changes.
Anchor: CHEM.B.1.1 – Explain how the mole is a
fundamental unit of chemistry.
Eligible Content
 CHEM.B.1.1.1 – Apply the mole concept to
representative particles (e.g., counting, determining
mass of atoms, ions, molecules, and/or formula
units).
Standard: 3.2.C.A5 – Models – Recognize discoveries from
Dalton (atomic theory), Thomson (the electron), Rutherford
(the nucleus), and Bohr (planetary model of the atom) and
understand how each discovery leads to modern theory.
Anchor: CHEM.A.1.1 Identify and describe how observable
and measurable properties can be used to classify and
describe matter and energy.
Eligible Content
 CHEM.A.1.1.1 – Classify physical or chemical
changes within a system in terms of matter and/or
energy.
Standard 3.2.C.A5 – Describe Rutherford’s “gold foil”
experiment that lead to the discovery of the nuclear atom.
Identify the major components (protons, neutrons, and
electrons) of the nuclear atom and explain how they
interact.
Anchor: CHEM.A.2.1 – Explain how atomic theory serves s
the basis for the study of matter.
Eligible Content
 CHEM. A.2.1.1 – Describe the evolution of atomic
theory leading to the current model of the atom
based on the works of Dalton, Thomson, Rutherford,
and Bohr.
Standard: 3.2.C.A4 – Classify chemical reactions as synthesis
(combination), decomposition, single displacement
(replacement), double displacement, and combustion.
Anchor: CHEM.B.2.1 – Predict what happens during a
chemical reaction.
Eligible Content
 CHEM. B.2.1.3 – Classify reactions as synthesis,
decomposition, single replacement, double
replacement, or combustion.
 CHEM.B.2.1.4 – Predict products of simple chemical
reactions (e.g., synthesis, decomposition, single
replacement, double replacement, combustion).
Standard: 3.2.C.A4 – Use stoichiometry to predict quantative
relationships in a chemical reaction.
Anchor: CHEM.B.2.1 – Predict what happens during a
chemical reaction.
Eligible Content
 CHEM. B.2.1.1 – Describe the roles of limiting and
excess reactants in chemical reactions.
 CHEM.B.2.1.2 – Use stoichiometric relationships to
calculate the amounts of reactants and products
involved in a chemical reaction.
Standard: 3.2.C.A2 – Determine percent compositions,
empirical formulas, and molecular formulas.
Anchor: CHEM.B.1.2 – Apply the mole concept to the
composition of matter.
Eligible Content
 CHEM.B.1.2.1 – Determine the empirical and
molecular formulas of compounds.
 CHEM.B.1.2.3 – Relate the percent composition and
mass of each element present in a compound.
Standard: 3.2.C.A2 – Predict chemical formulas based on the
number of valence electrons.
Anchor: CHEM.A.1.1 – Identify and describe how
observable and measureable properties can be used to
classify and describe matter and energy.
Eligible Content
 CHEM.A.1.1.5 – Apply systematic set of rules (IUPAC)
for naming compounds and writing chemical
formulas (e.g., binary covalent binary ionic, ionic
compounds containing polyatomic ions).
Standard: 3.2.C.A2 – Predict the chemical formulas for
simple ionic and molecular compounds.
Anchor: CHEM.A.1.1 – Identify and describe how
observable and measureable properties can be used to
classify and describe matter and energy.
Eligible Content
 CHEM.A.1.1.5 – Apply systematic set of rules (IUPAC)
for naming compounds and writing chemical
formulas (e.g., binary covalent binary ionic, ionic
compounds containing polyatomic ions).
Standard: 3.2.C.A2 – Compare the electron configurations
for the first twenty elements of the periodic table.
Anchor: CHEM.A.2.2 – Describe the behavior of electrons
in atoms.
Eligible Content
 CHEM.A.2.2.1 – Predict the ground state electronic
configurations and/or orbital diagram for a given
atom or ion.
Standard: 3.2.C.A4 – Balance chemical equations by applying
the Law of Conservation of Mass.
Anchor: CHEM.B.2.1 – Predict what happens during a
chemical reaction.
Eligible Content
 CHEM. B.2.1.5 – Balance chemical equations by
applying the Law of Conservation of Matter.
Standard: 3.2.C.A4 – Use stoichiometry to predict quantative
relationships in a chemical reaction.
Anchor: CHEM.B.2.1 – Predict what happens during a
chemical reaction.
Eligible Content
 CHEM. B.2.1.1 – Describe the roles of limiting and
excess reactants in chemical reactions.
 CHEM.B.2.1.2 – Use stoichiometric relationships to
calculate the amounts of reactants and products
involved in a chemical reaction.
 What factors
determine the types
of chemical bonds
that form between
particles?
Students will understand:
 Chemical bonding
occurs as a result
of attractive
forces between
particles.



How does the
distribution of
electrons in atoms
affect the formation
of a compound?
Periodic trends in
the properties of
atoms allow for
the prediction of
physical and
chemical
properties.

Changes in matter
are accompanied
by changes in
energy

What are the four
major methods of
calculating the
concentration of a
solution and how do
they differ?
How are changes in
matter accompanied
by changes in
Second Quarter
Diagnostic –
 Students will be
assessed using lab skills
assessments.
 Students’ knowledge
background will be
assessed through
teacher questioning.
 Students’ knowledge
will be assessed using
lab techniques such as
interpreting data,
graphing, and
calculations.
Formative Assessments –
 Students’ progress will be
assessed using weekly quizzes to
check for understanding.
 Informal assessments will also
be done during in class
assignments, homework, and
laboratory activities.
Standard: 3.2.C.A1 – Explain the relationship of an elements
position on the periodic table to its atomic number,
ionization energy, electro-negativity, atomic size, and
classification of elements.
Anchor: CHEM.A.2.1 – Explain how atomic theory serves as
the basis for the study of matter.
Eligible Content
 CHEM.A.2.1.2 – Differentiate between the mass
number of an isotope and the average atomic mass
of an element.
Anchor: CHEM.A.2.2-Describe the behavior of electrons in
atoms.
Eligible Content
 CHEM.A.2.2.1 – Predict the ground state electronic
configurations and/or orbital diagram for a given
atom or ion.
 CHEM.A.2.2.2 – Predict characteristics of an atom or
an ion based on its location on the periodic table
(e.g., number of valence electrons, potential types of
bonds, reactivity).
 CHEM.A.2.2.3 – Explain the relationship between
the electron configuration and the atomic structure
of a given atom or ion (e.g., energy levels and/or
energy?

Students will be assessed using
posttests for each unit of study.
 Students will be assessed using
real data obtained to solve
problems and answer questions.
Summative Assessments –
 Quarterly Exam #2 will
be used to assess
student
comprehension and
analysis.
 Students’
understanding of
techniques and
concepts will be
assessed using lab
assessments.
orbitals with electrons, distribution of electrons in
orbitals, shapes of orbitals).
Anchor: CHEM.A.2.3 – Explain how periodic trends in the
properties of atoms allow for the prediction of physical and
chemical properties.
Eligible Content
 CHEM.A.2.3.1 – Explain how the periodicity of
chemical properties led to the arrangement of
elements on the periodic table.
 Compare and/or predict the properties (e.g.,
electron affinity, ionization energy, chemical
reactivity, electronegativity, atomic radius) of
selected elements by using their locations on the
periodic table and known trends.
Standard: 3.2.C.A1 – Use electronegativity to explain the
difference between polar and non-polar covalent bonds.
Anchor: CHEM.A.2.3 – Explain how periodic trends in the
properties of atoms allow for the prediction of physical and
chemical properties.
Eligible Content
 CHEM.A.2.3.3 – Compare and/or predict the
properties (e.g., electron affinity, ionization energy,
chemical reactivity, electronegativity, atomic radius>
of selected elements by using their locations on the
periodic table and known trends.
Anchor: CHEM.B.2.3 – Explain how atoms form chemical
bonds.
Eligible Content: CHEM.B.1.3.2 – Classify a bond as being
polar covalent, non-polar covalent, or ionic.
Standard: 3.2.C.A2 – Relate the position of an element on
the periodic table to its electron configuration and compare
its reactivity to the reactivity of other elements in the table.
Anchor: CHEM.A.2.2 – Describe the behavior of electrons
in atoms.
Eligible Content
 CHEM.A.2.2.2 – Predict characteristics of an atom or
an ion based on its location on the periodic table
(e.g., number of valence electrons, potential types of
bonds, reactivity.
Anchor: CHEM.A.2.2 – Describe the behavior of electrons
in atoms.
Eligible Content
 CHEM.A.2.2.4 – Relate the existence of quantized
energy levels to atomic emission spectra.
Standard: 3.2.C.A2 – Explain how atoms combine to form
compounds through both ionic and covalent bonding.
Anchor: CHEM.A.1.1 – Identify and describe how
observable and measureable properties can be used to
classify and describe matter and energy.
Eligible Content
 CHEM.A.1.1.4 – Relate the physical properties of
matter to its atomic or molecular structure.
Anchor: CHEM.B.1.3 – Explain how atoms for chemical
bonds.
Eligible Content
 CHEM.B.1.3.1 – Explain how atoms combine to form
compounds through ionic and covalent bonding.
 CHEM.B.1.3.2 – Classify a bond as being polar
covalent, non-polar covalent, or ionic.
Standard: 3.2.C.A2 – Draw Lewis dot structures for simple
molecules and ionic compounds.
Anchor: CHEM.A.2.2 – Describe the behavior of electrons
in atoms.
Eligible Content
 CHEM.A.2.2.3 – Explain the relationship between
the electron configurations and the atomic structure
of a given atom or ion (e.g., energy levels and/or
orbitals with electrons, distribution of electrons in
orbitals, shapes of orbitals).
Anchor: CHEM.B.1.3 – Explain how atoms form chemical
bonds.
Eligible Content
 CHEM.B.1.3.3 – Use illustrations to predict the
polarity of a molecule.
Anchor: CHEM.B.1.4 – Explain how models can be used to
represent bonding.
Eligible Content

CHEM.B.1.4.1 – Recognize and describe different
types of models that can be used to illustrate the
bonds that hold atoms together in a compound (e.g.,
computer models, ball-and-stick models, graphical
models, solid-sphere models, structural formulas,
skeletal formulas, Lewis dot structures).
Eligible Content
 CHEM.B.1.4.2 – Utilize Lewis dot structures to
predict the structure and bonding in simple
compounds.
Standard: 3.2.C.B3 – Describe the Law of Conservation of
Energy.
Standard: 3.2.C.B3 – Explain the difference between an
endothermic process and an exothermic process.
Students will understand:
 The mole is the SI
unit for amount of
a substance and is
used extensively
in chemistry.


Chemical
reactions are
predictable.
According to the
law of
conservation of
matter, the mass
of the products in
a chemical

How is the mole
used for counting
atoms?

What factors
identify types of
chemical reactions?

Considering matter
in the gaseous form,
what relationship
exists between the
volume,
temperature, and
pressure of the
particles?
Third Quarter
Diagnostic –
 Students will be assessed
using lab skills
assessments.
 Students’ knowledge
background will be
assessed through
teacher questioning.
 Students’ knowledge will
be assessed using lab
techniques such as
interpreting data,
graphing, and
calculations.
Formative Assessments –
 Students’ progress
Standard: 3.2.C.A4 – Predict how combinations of
substances can result in physical and/or chemical changes.
Standard: 3.2.C.A4 – Interpret and apply the Laws of
Conservation of Mass, Constant Composition (Definite
Proportions), and Multiple Proportions.
Anchor: CHEM.B.1.2 – Apply the mole concept to the
composition of matter
Eligible Content
 CHEM.B.1.2.2 – Apply the law of definite
proportions to the classification of elements and
compounds as pure substances
Standard: 3.2.C.A4 – Balance chemical equations by applying
the Law of Conservation of Mass.
Anchor: CHEM.B.2.1 – Predict what happens during a
reaction is equal
to the mass of the
reactants. The
amounts of
reactants and
products involved
in a chemical
reaction can be
predicted using
mole
relationships.
Common chemical
reactions can be
categorized as
synthesis,
decomposition,
single
replacement,
double
replacement, or
combustion.

A chemical
reaction will
proceed until
equilibrium is
reached or until a
limiting reactant is
exhausted.
Dimensional
analysis is a
mathematical
technique that
can be used to
express
stoichiometric
relationships.

How do gas laws
predict changes in
temperature,
pressure, or volume
of an ideal gas?



will be assessed
using weekly
quizzes to check
for understanding.
Informal
assessments will
also be done
during in class
assignments,
homework, and
laboratory
activities.
Students will be
assessed using
posttests for each
unit of study.
Students will be
assessed using real
data obtained to
solve problems
and answer
questions.
Summative Assessments –


Quarterly Exam #3
will be used to assess
student
comprehension and
analysis.
Students’
understanding of
techniques and
concepts will be
assessed using lab
assessments.
chemical reaction.
Eligible Content
 CHEM. B.2.1.5 – Balance chemical equations by
applying the Law of Conservation of Matter.
Standard: 3.2.C.A4 – Use stoichiometry to predict quantative
relationships in a chemical reaction.
Anchor: CHEM.B.2.1 – Predict what happens during a
chemical reaction.
Eligible Content
 CHEM. B.2.1.1 – Describe the roles of limiting and
excess reactants in chemical reactions.
 CHEM.B.2.1.2 – Use stoichiometric relationships to
calculate the amounts of reactants and products
involved in a chemical reaction.
Standard: 3.2.C.A3 – Describe the three normal states of
matter in terms of energy, particle motion, and phase
transitions
Anchor: CHEM.B.2.2 – Explain how the kinetic molecular
theory relates to the behavior of gases.
Eligible Content
 CHEM. B.2.2.1 – Utilize mathematical relationships
to predict changes in the number of particles, the
temperature, the pressure, and the volume in a
gaseous system (i.e., Boyle’s Law, Charles’s Law,
Dalton’s Law of partial pressures, the combined gas
law, and the ideal gas law).
 CHEM.B.2.2.2 – Predict the amounts of reactants
and products involved in a chemical reaction using
molar volume of a gas at STP.
Standard: 3.2.C.A1 – Differentiate between pure substances
and mixtures; differentiate between heterogeneous and
homogeneous mixtures
Anchor: CHEM. A.1.2 – Compare the properties of mixtures
Eligible Content
 CHEM.A.1.2.1 – Compare properties of solutions
containing ionic or molecular solutes (e.g.,




dissolving, dissociating).
CHEM.A.1.2.2 – Differentiate between
homogeneous and heterogeneous mixtures (e.g.,
how such mixtures can be separated).
CHEM.A.1.2.3 – Describe how factors (e.g.,
temperature, concentration, surface area) can affect
solubility.
CHEM.A.1.2.4 – Describe various ways that
concentration can be expressed and calculated (e.g.,
molarity, percent by mass, percent by volume).
CHEM.A.1.2.5 – Describe how chemical bonding can
affect whether a substance dissolves in a given
liquid.
Standard: 3.2.C.A1 – Differentiate between pure substances
and mixtures; differentiate between heterogeneous and
homogeneous mixtures
Anchor: CHEM. A.1.2 – Compare the properties of mixtures
Eligible Content
 CHEM.A.1.2.1 – Compare properties of solutions
containing ionic or molecular solutes (e.g.,
dissolving, dissociating).
 CHEM.A.1.2.2 – Differentiate between
homogeneous and heterogeneous mixtures (e.g.,
how such mixtures can be separated).
 CHEM.A.1.2.3 – Describe how factors (e.g.,
temperature, concentration, surface area) can affect
solubility.
 CHEM.A.1.2.4 – Describe various ways that
concentration can be expressed and calculated (e.g.,
molarity, percent by mass, percent by volume).
 CHEM.A.1.2.5 – Describe how chemical bonding can
affect whether a substance dissolves in a given
liquid.
Students will understand:
 The physical

What three factors
Fourth Quarter
Diagnostic –
 Students will be assessed
Standard: 3.2.C.A3 – Identify the three main types of
radioactive decay and compare their properties.
properties of
compounds
reflect the nature
of the interactions
among molecules.
These interactions
are determined by
the structure of
the molecule
including the
constituent
atoms. Gases can
be measured and
described by four
properties:
number of
particle, pressure,
temperature, and
volume.

The rate at which
one
atom/molecule
reacts with
another
atom/molecule is
influenced greatly
by the
concentrations of
the reactants the
reaction, the rate
of collisions
between
molecules, and by
the energy
needed for
atoms/molecules
to react
individually or
with one another.
can make the
"equilibrium
position" shift?




According to the
collision theory,
what factors affect
the rate of a
chemical reaction?
What factors
identify the types of
chemical reactions?
How are changes in
matter
accompanied by
changes in energy?
What happens to
acid rain?
using lab skills
assessments.
 Students’ knowledge
background will be
assessed through
teacher questioning.
 Students’ knowledge will
be assessed using lab
techniques such as
interpreting data,
graphing, and
calculations.
Formative Assessments –
 Students’ progress
will be assessed
using weekly
quizzes to check
for understanding.
 Informal
assessments will
also be done
during in class
assignments,
homework, and
laboratory
activities.
 Students will be
assessed using
posttests for each
unit of study.
 Students will be
assessed using real
data obtained to
solve problems
and answer
questions.
Summative Assessments –

Quarterly Exam #4
Standard: 3.2.C.A3 – Describe the process of radioactive
decay by using nuclear equations and explain the concept of
half-life for an isotope.
Standard: 3.2.C.A3 – Compare and contrast nuclear fission
and fusion.
Standard: 3.2.C.B2 – Explore the natural tendency for
systems to move in a direction of disorder or randomness
(entropy).
Standard: 3.2.C.A1 – Differentiate between pure substances
and mixtures; differentiate between heterogeneous and
homogeneous mixtures
Anchor: CHEM. A.1.2 – Compare the properties of mixtures
Eligible Content
 CHEM.A.1.2.1 – Compare properties of solutions
containing ionic or molecular solutes (e.g.,
dissolving, dissociating).
 CHEM.A.1.2.2 – Differentiate between
homogeneous and heterogeneous mixtures (e.g.,
how such mixtures can be separated).
 CHEM.A.1.2.3 – Describe how factors (e.g.,
temperature, concentration, surface area) can affect
solubility.
 CHEM.A.1.2.4 – Describe various ways that
concentration can be expressed and calculated (e.g.,
molarity, percent by mass, percent by volume).
 CHEM.A.1.2.5 – Describe how chemical bonding can
affect whether a substance dissolves in a given
liquid.
Standard: 3.1.C.A2 – Describe how changes in energy affect
the rate of chemical reactions.

will be used to assess
student
comprehension and
analysis.
Students’
understanding of
techniques and
concepts will be
assessed using lab
assessments.