* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download AP Chemistry Curriculum Map - Belle Vernon Area School District
Marcus theory wikipedia , lookup
Chemical element wikipedia , lookup
California Green Chemistry Initiative wikipedia , lookup
Gas chromatography–mass spectrometry wikipedia , lookup
Institute of Chemistry Ceylon wikipedia , lookup
Determination of equilibrium constants wikipedia , lookup
Registration, Evaluation, Authorisation and Restriction of Chemicals wikipedia , lookup
Bioorthogonal chemistry wikipedia , lookup
Resonance (chemistry) wikipedia , lookup
X-ray photoelectron spectroscopy wikipedia , lookup
Atomic orbital wikipedia , lookup
Organic chemistry wikipedia , lookup
Chemical equilibrium wikipedia , lookup
Al-Shifa pharmaceutical factory wikipedia , lookup
Atomic nucleus wikipedia , lookup
Molecular orbital diagram wikipedia , lookup
Inorganic chemistry wikipedia , lookup
Rutherford backscattering spectrometry wikipedia , lookup
Chemical weapon proliferation wikipedia , lookup
Electrochemistry wikipedia , lookup
Electronegativity wikipedia , lookup
Metallic bonding wikipedia , lookup
Chemical weapon wikipedia , lookup
Periodic table wikipedia , lookup
Computational chemistry wikipedia , lookup
Chemistry: A Volatile History wikipedia , lookup
Chemical Corps wikipedia , lookup
Chemical plant wikipedia , lookup
IUPAC nomenclature of inorganic chemistry 2005 wikipedia , lookup
Chemical industry wikipedia , lookup
Chemical reaction wikipedia , lookup
Drug discovery wikipedia , lookup
Chemical potential wikipedia , lookup
Safety data sheet wikipedia , lookup
Condensed matter physics wikipedia , lookup
Hypervalent molecule wikipedia , lookup
Stoichiometry wikipedia , lookup
Physical organic chemistry wikipedia , lookup
Transition state theory wikipedia , lookup
Electron configuration wikipedia , lookup
Chemical bond wikipedia , lookup
VX (nerve agent) wikipedia , lookup
History of molecular theory wikipedia , lookup
History of chemistry wikipedia , lookup
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.