Download AP Chemistry - Pompton Lakes School District

POMPTON LAKES SCHOOL DISTRICT
ACADEMIC CHEMISTRY
COURSE OF STUDY
June 2014
Submitted By
The Science Department
Dr. Paul Amoroso, Superintendent
Mr. Vincent Przybylinski, Principal
Mr. Anthony Mattera, Vice Principal
BOARD MEMBERS
Mrs. D. Ambrogio, Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz,
Mr. Shawn Dougherty, Mrs. Eileen Horn, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
I.
Description
This year long course is designed for college-bound students. It requires serious effort on
the part of the student, especially when abstract chemical theory and laboratory exercises
are discussed. Major topics include atomic structure, periodic law, chemical bonds, gas
laws, solutions, acids, bases and salts and chemical calculations.
II.
Objectives
A. Science Standards
5.1
Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends,
refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.2
Physical Science: All students will understand the physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living and Earth systems science.
5.3
Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of complexity, diversity and interconnectedness of life
on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted through
the use of mathematics.
5.4
Earth System Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing
system of the universe.
III.
Core Curriculum Content Standards Workplace
1.
All students will develop career planning and workplace readiness skills.
2.
All students will use information, technology, and other tools.
3.
All students will use critical thinking, decision-making, and problem solving
skills.
4.
All students will demonstrate self-management skills.
5.
All students will apply safety principles.
IV.
Standard 9.1 (Career and Technical Education)
All students will develop career awareness and planning, employment skills, and
foundational knowledge necessary for success in the workplace.
Strands and Cumulative progress Indicators
Building knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:
A.
Career Awareness Preparation
1.
Re-evaluate personal interests, ability and skills through various
measures including self assessments.
2.
Evaluate academic and career skills needed in various career clusters.
3.
4.
5.
B.
Analyze factors that can impact on individual’s career.
Review and update their career plan and include plan in portfolio.
Research current advances in technology that apply to a sector
occupational career cluster.
Employment Skills
1.
Assess personal qualities that are needed to obtain and retain a job related
to career clusters.
2.
Communicate and comprehend written and verbal thoughts, ideas,
directions and information relative to educational and occupational
settings.
3.
Select and utilize appropriate technology in the design and implementation
of teacher-approved projects relevant to occupational and/or higher
educational settings.
4.
Evaluate the following academic and career skills as they relate to home,
school, community, and employment.
Communication
Punctuality
Time management
Organization
Decision making
Goal Setting
Resources allocation
Fair and equitable competition
Safety
Employment application
Teamwork
5.
Demonstrate teamwork and leadership skills that include student
participation in real world applications of career and technical educational
skills.
All students electing further study in career and technical education will
also: participate in a structural learning experience that demonstrates
interpersonal communication, teamwork and leadership skills.
Unit 1 Overview
Content Area:
Science
Unit Title:
The Science of Chemistry
Target Course/Grade Level: Chemistry / 10 – 11th Grade
Unit Summary: This unit is designed for the student to understand what chemistry involves and
the importance of it in all other sciences.
Primary interdisciplinary connections: Chemistry is the basis of all biological and non-biological
industries. In order to truly understand biology, one must understand the composition of the
molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale: Students will learn how chemistry is an integral part of all of the sciences and
most of technology.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles
of science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
Content Statements
 Mathematical, physical and computational tools are used to search for and explain core
scientific concepts and principles.
 Interpretation and manipulation of evidence-based models are used to build and critique
arguments/explanations.
 Revisions of predictions and explanations are based on systematic observations, accurate
measurements, and structured data/evidence.
 Logically designed investigations are needed to order to generate the evidence required to
build and refine models and explanations.
 Mathematical tools and technology are used to gather, analyze, and communicate results.
 Empirical evidence is used to construct and defend arguments.
 Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.
CPI #
Cumulative Progress Indicator (CPI)
5.1.12.A.1
Refine interrelationships among concepts and patterns of
evidence found in different central scientific explanations.
5.1.12.A.2
Develop and use mathematical, physical, and computational tools
to build evidence-based models and to pose theories.
5.1.12.A.3
Use scientific principles and theories to build and refine standards
for data collection, posing controls, and presenting evidence.
5.1.12.B.1
Design investigations, collect evidence, analyze data, and evaluate
evidence to determine measures of central tendencies,
causal/correlational relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidence-based models using
mathematical, physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations using evidence, and connect
explanations/arguments to established scientific knowledge,
models, and theories.
5.1.12.B.4
Develop quality controls to examine data sets and to examine
evidence as a means of generating and reviewing explanations.
5.1.12.C.1
Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2
Use data representations and new models to revise predictions and
explanation.
5.1.12.C.3
Consider alternative theories to interpret and evaluate evidence
based arguments.
Unit Essential Questions
Unit Enduring Understandings
 How does chemistry affect  Chemistry is an integral part of our everyday lives from the food
the daily lives of people in
we eat to the clothes we wear to the vitamins or medications we
st
the 21 century?
take, chemistry is involved in the process of making these things.
 Why is dimensional Dimensional analysis is the process through which we convert
analysis considered a
the measurements we use on a daily basis to the science lab. It
process not a fact?
can be used with varying units to fit the situation.
 How do the terms
 Accuracy refers to how close an experimental data point is to the
accuracy and precision
actual number expected. Precision refers to the closeness of
relate in chemistry
experimental data is to each other.
experiments?
 Scientific notation is a way to express the very large and very
small numbers we encounter in science such as Avogadro’s
 Why is scientific notation
important when describing
number or the mass of a proton.
big/small numbers in
science?
Unit Learning Targets
Students will ...








Describe ways in which chemistry is part of their daily life.
Identify and use SI units in measurements and calculations.
Set up conversion factors, and use them in calculations.
Describe how chemists use the scientific method.
Explain the purpose of controlling the conditions of an experiment.
Explain the difference between a hypothesis, a theory and a law.
Determine the number of significant figures in a measurement, and apply rules for
significant figures in calculations.
Write very large and very small numbers in scientific notation.
Evidence of Learning
Summative Assessment (5 days)
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed:
Lab materials and measuring instruments ( thermometers, weight scale, rulers, data collection
controllers)
Teacher Resources:
Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Worksheets for in-class and at-home work
 Textbook-based review and reinforcement
questions
Lesson Plans
Lesson
Timeframe
Lesson 1
Lab – Qualitative and Quantitative
1 Period (40min)
Observations
Lesson 2
Lab – Conversion of Units of Measurement
1 Period (40min)
Lesson 3
Lab – Laboratory Equipment Scavenger Hunt
1 Period (40min)
Teacher Notes:
Using common materials such as a piece of spaghetti and a paper towel makes the unit
conversions more accessible to the students.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 2 Overview
Content Area:
Science
Unit Title:
Matter
Target Course/Grade Level: Chemistry / 10 – 11th Grade
Unit Summary: This unit is designed for the student to become familiar with atoms and
molecules and understand that matter contains physical and chemical properties and that these
properties can lead to chemical and physical changes. Distinguishing between mixtures and pure
substances will be stressed.
Primary interdisciplinary connections: Chemistry is the basis of all biological and non-biological
industries. In order to truly understand biology, one must understand the composition of the
molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale: Students will learn that matter is the “stuff” that makes up the universe and that
stuff is known as atoms, molecules, elements and compounds.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
5.1.C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves
critique and communication, which are social practices that are governed by a core set of values
and norms.
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
5.2.B. Changes in Matter: Substances can undergo physical and chemical changes to form
substances. Each change involves energy.
5.2.C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including
potential and kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
Content Statements
 Mathematical tools and technology are used to gather, analyze, and communicate results.
 Empirical evidence is used to construct and defend arguments.
 Refinement of understandings, explanations, and models occurs as new evidence is
incorporated.
 Data and refined models are used to revise predictions and explanations.
 Science is a practice in which an established body of knowledge is continually revised,
refined, and extended as new evidence emerges.
 Science involves practicing productive social interactions with peers, such as partner talk,
whole-group discussions, and small-group work.
 Science involves using language, both oral and written, as a tool for making thinking public.
 An atom’s electron configuration, particularly of the outermost electrons, determines how the
atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold
them together in molecules are between oppositely charged ions.
 Gas particles move independently and are far apart relative to each other. The behavior of
gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be
used to explain the relationship between pressure and volume, volume and temperature
pressure and temperature, and the number of particles in a gas sample. There is a natural
tendency for a system to move in the direction of disorder or entropy.
CPI #
Cumulative Progress Indicator (CPI)
5.1.12.B.2
5.1.12.B.3
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
5.2.12.B.1
5.2.12.C.1
Unit Essential Questions



List one physical
property and one
chemical property of
wood, labeling each.
Explain the differences
among solids, liquids and
gases both
macroscopically and
microscopically.
During a very cold
winter, the temperature
may remain below the
freezing point for
extended periods.
However, fallen snow
can still disappear, even
though it cannot melt.
Build, refine, and represent evidence-based models using mathematical,
physical, and computational tools.
Revise predictions and explanations using evidence, and connect
explanations/arguments to established scientific knowledge, models, and
theories.
Reflect on and revise understandings as new evidence emerges.
Use data representations and new models to revise predictions and
explanations.
Consider alternative theories to interpret and evaluate evidence-based
arguments.
Engage in multiple forms of discussion in order to process, make sense
of, and learn from others’ ideas, observations, and experiences.
Represent ideas using literal representations, such as graphs, tables,
journals, concept maps, and diagrams.
Model how the outermost electrons determine the reactivity of elements
and the nature of the chemical bonds they tend to form.
Use kinetic molecular theory to describe and explain the properties of
solids, liquids and gases.
Unit Enduring Understandings
 A physical property of wood is that is solid; a chemical
property of wood is that it is flammable at high
temperatures.
 Solids have a definite shape and volume. The molecules in
a solid have very little energy associated with them.
Liquids have a definite volume but not a definite shape.
Molecules in the liquid state have a greater energy
associated with them than do solids. Gases have neither a
definite shape nor volume. Gas molecules have the highest
amount of energy associated with them among the three
phases of matter listed.
 Sublimation is a physical change – the water molecules
have not changed chemically only their physical state.
This is possible because a
solid can vaporize
directly, without passing
through the liquid state.
Is this process, called
sublimation, a physical or
a chemical change?
Unit Learning Targets
Students will ...
 Learn the difference between elements and compounds.
 Define the three states of matter.
 Learn to distinguish between physical and chemical properties.
 Learn to distinguish between physical and chemical changes.
 Learn to distinguish between mixtures and pure substances.
 Learn two methods of separating mixtures.
Evidence of Learning
Summative Assessment (5 days)
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed: Lab materials and measuring instruments ( thermometers, weight scale,
rulers, data collection controllers)
Teacher Resources: Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Worksheets for in-class and at-home work
 Textbook-based review and reinforcement
questions
Lesson Plans
Lesson
Timeframe
Lesson 1
Lab – Which of these reactions is a chemical
1 Period (40min)
change? Which is a physical change?
Lesson 2
Lab – Separation of Fe from breakfast cereal
2 Periods (80min)
Lesson 3
Lab – Separation of beans in a heterogeneous
2 Periods (80min)
mixture.
Teacher Notes:
The separation of iron from breakfast cereal is a surprise to the students.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 3 Overview
Content Area:
Science
Unit Title:
Chemical Foundations – Atoms and The Periodic Table
Target Course/Grade Level: Chemistry / 10 – 11th graders
Unit Summary: It is necessary for the students to understand the way the periodic table is set up
so that they can realize that the number of protons in an atom’s nucleus forms the characteristics
of the element.
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale: Understanding the way the periodic table is designed is an important aspect of
chemistry. Knowing the number of protons, neutrons and electrons is essential to all of the other
units in chemistry.
Learning Targets
Standards
5.2 Physical Science: All students will understand physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living and Earth systems science.
5.2.A. Properties of Matter: All objects and substances in the natural world are composed of
matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
5.2.B. Changes in Matter: Substances can undergo physical and chemical changes to form new
substances. Each change involves energy.
5.2.C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including
potential and kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
5.2.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
Content Statements
 Electrons, protons, and neutrons are parts of the atom and have measurable properties,
including mass and, in the case of protons and electrons, charge. The nuclei of atoms are
composed of protons and neutrons. A kind of force that is only evident at nuclear distances
holds the particles of the nucleus together against the electrical repulsion between the protons.
 In a neutral atom, the positively charged nucleus is surrounded by the same number of
negatively charged electrons. Atoms of an element whose nuclei have different numbers of
neutrons are called isotopes.
 An atom’s electron configuration, particularly of the outermost electrons, determines how the
atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold
them together in molecules or between oppositely charged ions.
 A large number of important reactions involve the transfer of either electrons or hydrogen
ions between reacting ions, molecules, or atoms. In other chemical reactions, atoms interact
with one another by sharing electrons to create a bond.
 The conservation of atoms in chemical reactions leads to the ability to calculate the mass of
products and reactants using the mole concept.
 Gas particles move independently and are far apart relative to each other. The behavior of
gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be
used to explain the relationship between pressure and volume, volume and temperature, and
the number of particles in a gas sample. There is a natural tendency for a system to move in
the direction of disorder or entropy.
 The driving forces of chemical reactions are energy and entropy. Chemical reactions either
release energy to the environment (exothermic) or absorb energy from the environment
(endothermic).
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.1
5.2.12.A.4
5.2.12.B.1
5.2.12.B.2
5.2.12.B.3
5.2.12.C.1
5.2.12.D.1
Unit Essential Questions
 The Ancient Greeks believed
that all matter was composed
of four fundamental
substances: earth, air, fire and
water. How does this early
conception of matter compare
with our modern theories
about matter?
 Oxygen, the most abundant
element on earth by mass,
makes up a large percentage
of the atmosphere. Where
else is oxygen found? Is
oxygen found more
commonly as an element or in
compounds?
 What are the most abundant
elements found in living
creatures? Are these elements
also the most abundant
elements found in the
nonliving world?
Use atomic models to predict the behaviors of atoms in interactions.
Explain how the properties of isotopes, including half-lives, decay
modes, and nuclear resonances, lead to useful applications of isotopes.
Model how the outermost electrons determine the reactivity of elements
and the nature of the chemical bonds they tend to form.
Describe oxidation and reduction reactions, and give examples of
oxidation and reduction reactions that have an impact on the
environment, such as corrosion and the burning of fuel.
Balance chemical equations by applying the law of conservation of
mass.
Use the kinetic molecular theory to describe and explain the properties
of solids, liquids, and gases.
Describe the potential commercial applications of exothermic and
endothermic reactions.
Unit Enduring Understandings

It is now known that there are approximately 118
elements that make up the Universe as we know it. They
have characteristics dependent upon their atomic structure
including the number of protons and electrons they
contain.

Oxygen is most often found in compounds such as H2O,
O3, NaOH, etc.

The four most abundant elements in living creatures are
oxygen, carbon, hydrogen and nitrogen. In the nonliving
world, the most abundant elements are oxygen, silicon,
aluminum and iron.
Unit Learning Targets
Students will ...
 Learn about the relative abundances of the elements
 Learn the names of some elements
 Learn the symbols of some elements
 Learn about Dalton’s theory of atoms
 Understand and illustrate the Law of constant composition
 Learn how a formula describes a compound’s composition
 Learn about the internal parts of an atom
 Understand Rutherford’s experiment
 Describe some important features of subatomic particles
 Learn about the terms: isotope, atomic number, and mass number
 Understand the use of the symbol AZX to describe a given atom
 Learn the various features of the periodic table
 Learn some of the properties of metals, nonmetals, and metalloids
 Learn the natures of the common elements
 Describe the formation of ions and their parent atoms
 Learn to name ions
 Predict which ion a given element forms by using the periodic table
 Describe how ions combine to form neutral compounds
Evidence of Learning
Summative Assessment (5 days)
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed: Lab materials and measuring instruments
Teacher Resources: Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Worksheets for in-class and at-home work
 Textbook-based review and reinforcement
questions
Lesson Plans
Lesson
Timeframe
Lesson 1: Lab – Determining the average
mass of isotopes. (Skittles Lab)
2 Class Periods – 80 minutes
Lesson 2: Periodic Table Bingo – Learn the
different groups of elements
1 Class Period – 40 minutes
Lesson 3: Lab – Exothermic Reactions
2 Class Periods – 80 minutes
Teacher Notes:
The use of skittles to determine the average mass of an isotope is an easy way for the students to
grasp the concept with something that is visible.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 4 Overview
Content Area:
Science
Unit Title:
The Mole and Chemical Composition
Target Course/Grade Level: Chemistry / 10th – & 11th graders
Unit Summary: Students will learn how to use algebraic formulas to determine the composition
of a chemical compound.
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale: Learning how to use mathematical tools to determine the composition of a chemical is
important to the science of chemistry.
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
Content Statements:
 Mathematical, physical, and computational tools are used to search for and explain core
scientific concepts and principles.
 Interpretation and manipulation of evidence-based models are used to build and critique
arguments/ explanations.
 Revisions of predictions and explanations are based on systematic observations, accurate
measurements, and structured data/ evidence.
 Science involves using language, both oral and written, as a tool for making thinking
public.
CPI #
Cumulative Progress Indicator (CPI)
5.1.12.A.1
5.1.12.A.2
5.1.12.A.3
5.1.12.D.2
Unit Essential Questions


Calculate the number of
grams of iron that contain
the same number of atoms
as 2.24 g of cobalt.
Calculate the number of
grams of cobalt that contain
the same number of atoms
as 2.24 g of iron.
Refine interrelationships among concepts and patterns of evidence
found in different central scientific explanations.
Develop and use mathematical, physical, and computational tools to
build evidence-based models and to pose theories.
Use scientific principles and theories to build and refine standards for
data collection, posing controls, and presenting evidence.
Represent ideas using literal representations, such as graphs, tables,
journals, concept maps and diagrams.
Unit Enduring Understandings



2.22 g of Fe
2.36 g of Co
HNO3

A particular compound in
the chemistry lab is found
to contain 7.2 x 1024 atoms
of oxygen, 56.0 g of
nitrogen, and 4 moles of
hydrogen. What is its
empirical formula?
Unit Learning Targets
Students will ...










Understand the concept of average mass
Learn how counting can be done by weighing
Understand atomic mass and learn how it is determined
Understand the mole concept and Avogadro’s number
Learn to convert among moles, mass and number of atoms
Understand the definition of molar mass
Learn to convert between moles and mass
Learn to mass percent of an element in a compound
Understand the meaning of empirical formula
Learn to calculate empirical formulas
Learn to calculate the molecular formula of a compound

Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Experiments and Reports
Formative Assessments
 Classroom questions and answers
 Homework assignments
 Notebook checks
Lesson Plans
Lesson
Timeframe
Lesson 1
Lab – Determining the number of moles of air in
1 class period (40 minutes)
a balloon
Lesson 2
Lesson – conversion of molecules to moles 5 class periods ( 300 minutes)
worksheets
Teacher Notes: Students will be required to use data collection and graphing knowledge gained from
Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org/motion
phet.colorado.edu
Unit 5 Overview
Content Area:
Science
Unit Title:
Chemical Reactions
Target Course/Grade Level: Chemistry / 10th – 11th Grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science.
Content Statements:
 Electrons, protons, and neutrons are parts of the atom and have measurable properties
including mass and in the case of protons and electrons, charge. The nuclei of atoms are
composed of protons and neutrons. A kind of force that is only evident at nuclear
distances holds the particles together against the electrical repulsion between the protons.
 An atom’s electron configuration, particularly of the outermost electrons, determines how
the atom interacts with other atoms. Chemical bonds are the interactions between atoms
that hold them together in molecules or between oppositely charged ions.
 A large number of important reactions involve the transfer of either electrons or hydrogen
ions between reacting ions, molecules, or atoms. In other chemical reaction, atoms
interact with one another by sharing electrons to create a bond.
 The conservation of atoms in chemical reactions leads to the ability to calculate the mass
of products and reactants using the mole concept.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.1
Use atomic models to predict the behaviors of atoms in
interactions.
5.2.12.B.1
Model how the outermost electrons determine the reactivity of
elements and the nature of the chemical bonds they tend to form.
5.2.12.B.2
Describe oxidation and reduction reactions, and give examples of
oxidation and reduction reactions that have an impact on the
environment, such as corrosion and the burning of fuel.
5.2.12.B.3
Balance chemical equations by applying the law of conservation of
mass.
Unit Essential Questions
Unit Enduring Understandings
 What are four indicators
 1) The color changes 2) A solid forms 3) Bubbles form 4) Heat
that a chemical reaction
and/or a flame is produced, or heat is absorbed.
has occurred?
 Why must a chemical
 The law of conservation of mass states that matter can neither be
equation be balanced?
created or destroyed
 What is the difference
between a coefficient and
a subscript in a chemical
equation?
 Subscripts tell the number of atoms of a certain element that is
present in a compound while the coefficient tells the number of
moles of each element or compound in the balanced equation. In
balancing a chemical equation the coefficients are the only
numbers that can be changed.
Unit Learning Targets
Students will ...
 Learn the signals that show a chemical reaction has occurred.
 Learn to identify the characteristics of a chemical reaction.
 Learn the information given by a chemical equation.
 Learn to write a balanced equation for a chemical reaction.
 Learn about some of the factors that cause reactions to occur.
 Learn to identify the solid that forms in a precipitation reaction.
 Learn to write molecular, complete ionic and net ionic equations.
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Experiments and Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Lesson 1
Demonstration of 4 clues that a chemical
1 class period (40 minutes)
reaction has occurred
Lesson 2
Lab – Double Replacement Reactions
2 class periods (80 minutes)
Lesson 3
Demonstration of the 5 types of chemical
1 class period (40 minutes)
reactions
Teacher Notes:
Demonstrating the chemical reactions gets the students’ attention and keeps their interest.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 6 Overview
Content Area:
Science
Unit Title:
Chemical Quantities/ Stoichiometry
Target Course/Grade Level: Chemistry / 10th and 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science.
Content Statements:
 Mathematical, physical, and computational tools are used to search for and explain
core scientific concepts and principles.
 Empirical evidence is used to construct and defend arguments.
 The conservation of atoms in chemical reactions leads to the ability to calculate the
mass of products and reactants using the mole concept.
CPI #
Cumulative Progress Indicator (CPI)
5.1.12.A.1
Refine interrelationships among concepts and patterns of evidence
found in different central scientific explanations.
5.1.12.B.3
Revise predictions and explanations using evidence-based models
using mathematical, physical, and computational tools.
5.2.12.B.3
Balance chemical equations by applying the law of conservation of
mass.
Unit Essential Questions
Unit Enduring Understandings
 What is meant by the term  A mole ratio is the ratio of moles of one substance to another
“mole ratio”?
substance in a balanced chemical equation.
 Why do we need to
 Since each of the elements and compounds in a chemical
convert mass to moles in
reaction will be different in terms of mass we must refer to the
stoichiometry problems?
mole ratio of the parts of the chemical reaction.
 What is a limiting reactant  The reactant that is consumed first limits the amounts of the
in a chemical reaction?
products that can be formed.
Unit Learning Targets
Students will ...
 Understand the information given in a balanced equation.
 Use a balanced equation to determine the relationships between moles of reactants and
products.
 Learn to relate masses of reactant and products in a chemical reaction.
 Perform mass calculations that involve scientific notation.
 Understand the concept of limiting reactants.
 Learn to recognize the limiting reactant in a reaction.
 Learn to use the limiting reactant to do stoichiometric calculations.
 Learn to calculate percent yield.
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 7 Overview
Content Area:
Science
Unit Title:
Modern Atomic Theory
Target Course/Grade Level: Chemistry/10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science.
Content Statements:
 Electrons, protons, and neutrons are parts of the atom and have measurable properties
including mass and in the case of protons and electrons, charge. The nuclei of atoms
are composed of protons and neutrons. A kind of force that is only evident at nuclear
distances holds the particles together against the electrical repulsion between the
protons.
 An atom’s electron configuration, particularly of the outermost electrons, determines
how the atom interacts with other atoms. Chemical bonds are the interactions between
atoms that hold them together in molecules or between oppositely charged ions.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.1
Use atomic models to predict the behaviors of atoms in
interactions.
5.2.12.B.1
Model how the outermost electrons determine the reactivity of
elements and the nature of the chemical bonds they tend to form.
Unit Essential Questions
Unit Enduring Understandings
 In electromagnetic
 All EMR travels at a rate of 3.0 x 108 m/s. The wave
radiation, what is the
equation tells us that v = f, therefore, for the speed to
relationship between
remain the same, the frequency of a wave must decrease
the wavelength and
with an increase in the l. They are therefore, inversely
frequency of the
proportional.
waves?
Unit Learning Targets
Students will ...
 Explore the nature of electromagnetic radiation.
 See how atoms emit light.
 Understand how the emission spectrum of hydrogen demonstrates the quantized nature of
energy.
 Learn about Bohr’s model of the hydrogen atom
 Understand how the electron’s position is represented in the wave mechanical model.
 Learn the shapes of the s and p orbitals
 Learn about electron spin.
 Understand how the principal energy levels fill with electrons in atoms beyond hydrogen.
 Learn about valence electrons and core electrons.
 Understand the general trends in properties in the periodic table.
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 8 Overview
Content Area: Science
Unit Title: Chemical Bonds
Target Course/Grade Level: Chemistry/ 10th and 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science.
Content Statements:
 Electrons, protons, and neutrons are parts of the atom and have measurable properties
including mass and in the case of protons and electrons, charge. The nuclei of atoms are
composed of protons and neutrons. A kind of force that is only evident at nuclear
distances holds the particles together against the electrical repulsion between the protons.
 An atom’s electron configuration, particularly of the outermost electrons, determines how
the atom interacts with other atoms. Chemical bonds are the interactions between atoms
that hold them together in molecules or between oppositely charged ions.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.1
Use atomic models to predict the behaviors of atoms in
interactions.
5.2.12.B.1
Model how the outermost electrons determine the reactivity of
elements and the nature of the chemical bonds they tend to form.
Unit Essential Questions
Unit Enduring Understandings
 How do ionic bonds differ  In a compound with ionic bonds the electrons from one element
from covalent bonds and
is transferred to another forming two ions bonding together.
polar covalent bonds?
Covalent bonds are the sharing of the valence electrons form the
compounds. Polar covalent bonds share the electrons but they
 Can a chemical compound
tend to stay towards one of the elements more strongly.
have a charge associated
with it?
 No, chemical compounds are always electrically neutral.
Unit Learning Targets
Students will ...
 Learn about ionic and covalent bonds and explain how they are formed
 Learn about polar covalent bonds
 Understand the nature of bonds and their relationship to electronegativity
 Understand bond polarity and how it is related to molecular polarity
 Learn about stable electron configurations
 Learn to predict the formulas of ionic compounds
 Learn about the structures of ionic compounds
 Understand factors governing ionic size
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 9 Overview
Content Area:
Science
Unit Title:
Gases
Target Course/Grade Level: Chemistry / 10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
Content Statements:
 Differences in the physical properties of solids, liquids and gases are explained by the ways
in which the atoms, ions, or molecules of the substances are arranged, and by the strength of
the forces of attraction between the atoms, ions, or molecules.
 Gas particles move independently and are far apart relative to each other. The behavior of
gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be
used to explain the relationship between pressure and volume, volume and temperature,
pressure and temperature, and the number of particles in a gas sample. There is a natural
tendency for a system to move in the direction of disorder or entropy.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.2
Account for the differences in the physical properties of solids,
liquids, and gases.
5.2.12.C.1
Use the kinetic molecular theory to describe and explain the
properties of solids, liquids, and gases.
Unit Essential Questions
Unit Enduring Understandings
 How are the three states of
 The three states of matter: gas, liquid and solid, are all composed
matter similar, and how do
of molecules but the molecules in each state has a very different
they differ?
amount of energy. Because of this, solids have a definite shape
 What is meant by the
and volume; liquids have a definite volume but not a definite
“pressure of the
shape; and gases have neither a definite volume nor shape.
atmosphere”? What causes
 Atmospheric pressure is caused by the gravitational pull on the
this pressure?
air around us. It can vary due to the change in the weather.
 I left a capped plastic water
 Charles’ Law relates the temperature of a gas and the volume of
bottle containing a small
that gas. Because the temperature decreased, the volume of the
amount of water in my car
water vapor inside the bottle decreased. The plastic walls of the
overnight. The temperature
bottle crushed due to the fact that the vapor particles no longer
dropped and in the morning
the bottle was crushed, why
provided enough pressure to keep the bottle fully extended.
did this happen?
Unit Learning Targets
Students will ...
 Learn about atmospheric pressure and how barometers work
 Learn the units of pressure
 Understand how the pressure and volume of a gas are related
 Do calculations involving Boyle’s Law
 Learn about absolute zero
 Understand how the volume and temperature of a gas are related
 Do calculations involving Charles’ Law
 Understand how the volume and number of moles of a gas are related
 Do calculations involving Avogadro’s Law
 Understand the ideal gas law and use it in calculations
 Understand the relationship between the partial and total pressure of a gas mixture
 Do calculations involving Dalton’s Law of partial pressures
 Understand the molar volume of an ideal gas
 Learn the definition of STP
 Do stoichiometry calculations using the ideal gas law
 Understand the postulates of the kinetic molecular theory
 Understand temperature
 Describe the properties of real gases
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed: Pasco SPARK Science Learning System equipped with motion sensors,
Microsoft excel software.
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
Unit 10 Overview
Content Area:
Science
Unit Title:
Liquids and Solids
Target Course/Grade Level: Chemistry / 10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
Content Statements:
 Differences in the physical properties of solids, liquids and gases are explained by the ways in
which the atoms, ions, or molecules of the substances are arranged, and by the strength of the
forces of attraction between the atoms, ions, or molecules.
 Gas particles move independently and are far apart relative to each other. The behavior of
gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be
used to explain the relationship between pressure and volume, volume and temperature,
pressure and temperature, and the number of particles in a gas sample. There is a natural
tendency for a system to move in the direction of disorder or entropy.
 Heating increases the energy of the atoms composing elements and the molecules or ions
composing compounds. As the kinetic energy of the atoms, molecules or ions increases, the
temperature of the matter increases. Heating a pure solid increase the vibrational energy of the
molecules of a pure substance becomes great enough the solid melts.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.2
Account for the differences in the physical properties of solids,
liquids, and gases.
5.2.12.C.1
Use the kinetic molecular theory to describe and explain the
properties of solids, liquids, and gases.
5.2.12.C.2
Account for any trends in melting points and boiling points of
various compounds
Unit Essential Questions
Unit Enduring Understandings
 How is the strength of
dipole-dipole interactions  Dipole-dipole forces are stronger at shorter distances.
related to the distance
 Ionic solids (NaCl), molecular solids (Ice), atomic solids (Cu)
between polar molecules?
 Name three types of
crystalline solids and give
an example of each.
Unit Learning Targets
Students will ...
 Learn about dipole-dipole, hydrogen bonding, and London dispersion forces
 Understand the effect of intermolecular forces on the properties of liquids
 Learn some of the important features of water
 Learn about interactions among water molecules
 Understand and use heat of fusion and heat of vaporization
 Understand the relationship among vaporization, condensation, and vapor pressure
 Relate the boiling point of water to its vapor pressure
 Learn about the types of crystalline solids
 Understand the inter-particle forces in crystalline solids
 Learn how the bonding in metals determines metallic properties
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed: Pasco SPARK Science Learning System equipped with motion sensors,
Microsoft excel software.
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
 Notebook checks
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
Unit 11 Overview
Content Area:
Science
Unit Title:
Solutions
Target Course/Grade Level: Chemistry / 10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
Content Statements:
 Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent
to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of
the solute from the solution. Dynamic equilibrium occurs in saturated solutions. Concentration
of solutions can be calculated in terms of molarity, molality and percent by mass
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.5
Describe the process by which solutes dissolve in solvents.
Unit Essential Questions
Unit Enduring Understandings
 Explain why a solution is
 A homogeneous mixture is uniform throughout. Isopropyl
a homogeneous mixture.
alcohol (70% alcohol, 30% water) and gasoline are examples of
Give two examples of
solutions that are homogeneous mixtures.
homogeneous mixtures.
 What does it mean to
 Increasing the surface area of a solute increases the amount of
increase the surface area
solid that comes in contact with the solvent.
of a solute? Why would
this increase the rate of
dissolving?
Unit Learning Targets
Students will ...
 Understand the process of dissolving
 Learn why certain substances dissolve in water
 Learn qualitative terms describing the concentration of a solution
 Understand the factors that affect the rate at which a solid dissolves
 Understand mass percent and how to calculate it
 Understand and use molarity
 Learn to calculate the concentration of a solution made by diluting a stock solution
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed: Pasco SPARK Science Learning System equipped with motion sensors,
Microsoft excel software.
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
 Notebook checks
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
Unit 12 Overview
Content Area:
Science
Unit Title:
Acids and Bases
Target Course/Grade Level: Chemistry / 10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
Content Statements:
 Acids and bases are important in numerous chemical processes that occur around us, form
industrial to biological processes, from the laboratory to the environment.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.6
Relate the pH scale to the concentrations of various acids and
bases.
Unit Essential Questions
Unit Enduring Understandings
 How do the components
of a conjugate acid-base
 A conjugate acid-base pair differs by one hydrogen ion, H+. For
pair differ from one
example: H2H3O2 (acetic acid) differs from its conjugate base
another? Give an
C2H3O2- (acetate ion) by a single hydrogen ion.
example.
 When an acid is dissolved  When an acid is dissolved in water, the hydronium ion (H3O+) is
in water, what ion does the
formed. The hydronium ion is the conjugate acid of water.
water form? What is the
relationship if this ion to
water itself?
Unit Learning Targets
Students will ...
 Learn about two models of acids and bases
 Understand the relationship of conjugate acid-base pairs
 Understand the concept of acid strength
 Understand the relationship between acid strength and the strength of the conjugate base
 Learn about the ionization of water
 Understand pH and pOH
 Learn to find the pH and pOH for various solutions
 Use a calculator to find pH
 Learn methods for measuring pH of a solution
 Learn to calculate the pH of strong acids
 Learn about acid-base titrations
 Understand the general characteristics of buffered solutions
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed: Pasco SPARK Science Learning System equipped with motion sensors,
Microsoft excel software.
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
Unit 13 Overview
Content Area:
Science
Unit Title:
Radioactivity
Target Course/Grade Level: Chemistry / 10th & 11th grades
Unit Summary:
Primary interdisciplinary connections: Chemistry is the basis of all biological and nonbiological industries. In order to truly understand biology, one must understand the composition
of the molecules that make up DNA, RNA, proteins, acids and bases.
21st century themes: Scientific investigations and technological developments on new materials
are critical. Devices and processes used in various areas of society such as, consumer products,
health care, communications, agriculture and industry, and the environment have central origins
in chemistry.
Unit Rationale:
Learning Targets
Standards: 5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
Content Statements:
 In a neutral atom, the positively charged nucleus is surrounded by the same number of
negatively charged electrons. Atoms of an element whose nuclei have different numbers of
neutrons are called isotopes.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.A.4
Explain how the properties of isotopes, including half-lives, decay
modes, and nuclear resonances, lead to useful applications of
isotopes.
Unit Essential Questions
Unit Enduring Understandings
 When an unstable nucleus
produces an alpha particle,  An alpha particle is made up of 2 protons and 2 neutrons. The
by how many units does
original element essentially loses a Helium atom. The atomic
the atomic number of the
number determined by the number of protons in the nucleus
nucleus change? Does the
decreases by two.
atomic number increase or 
decrease?
 The half-life for a nucleus is the time required for one-half of the
 What is the half-life of a
original sample of nuclei to decay. A given isotope of an
radioactive nucleus? Does
element always has the same half-life. Different isotopes of the
a given type of nucleus
same element may have very different half-lives. Nuclei of
always have the same
different elements have different half-lives.
half-life? Do nuclei of
different elements have
the same half-life?
Unit Learning Targets
Students will ...
 Learn the types of radioactive decay
 Learn to write nuclear equations for radioactive decay
 Learn how one element may be changed to another by particle bombardment
 Learn about radiation detection instruments
 Understand half-life
 Learn how objects can be dated by radioactivity
 Understand the use of radiotracers in medicine
 Introduce fusion and fission as sources of energy
 Learn about nuclear fission
 Understand how a nuclear reactor works
 Learn about nuclear fusion
 See how radiation damages human tissue
Evidence of Learning
Summative Assessment (5 days)
 Quizzes
 Unit Tests
 Lab Reports
Equipment needed: Pasco SPARK Science Learning System equipped with motion sensors,
Microsoft excel software.
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Timeframe
Teacher Notes: Students will be required to use data collection and graphing knowledge gained
from Unit 1 to perform the lab experiments and calculation of problems.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
VI. Benchmarks
1. By the end of semester 1, the student will be able to:
a. Describe ways in which chemistry is part of their daily life.
b. Identify and use SI units in measurements and calculations.
c. Set up conversion factors, and use them in calculations.
d. Describe how chemists use the scientific method.
e. Explain the purpose of controlling the conditions of an experiment.
f. Explain the difference between a hypothesis, a theory and a law.
g. Determine the number of significant figures in a measurement, and apply rules for significant
figures in calculations.
h. Write very large and very small numbers in scientific notation.
i. Learn the difference between elements and compounds.
j. Define the three states of matter.
k. Learn to distinguish between physical and chemical properties.
l. Learn to distinguish between physical and chemical changes.
m. Learn to distinguish between mixtures and pure substances.
n. Learn two methods of separating mixtures.
o. Learn about the relative abundances of the elements
p. Learn the names of some elements
q. Learn the symbols of some elements
r. Learn about Dalton’s theory of atoms
s. Understand and illustrate the Law of constant composition
t. Learn how a formula describes a compound’s composition
u. Learn about the internal parts of an atom
v. Understand Rutherford’s experiment
w. Describe some important features of subatomic particles
x. Learn about the terms: isotope, atomic number, and mass number
y. Understand the use of the symbol AZX to describe a given atom
z. Learn the various features of the periodic table
aa. Learn some of the properties of metals, nonmetals, and metalloids
bb. Learn the natures of the common elements
cc. Describe the formation of ions and their parent atoms
dd. Learn to name ions
ee. Predict which ion a given element forms by using the periodic table
ff. Describe how ions combine to form neutral compounds
gg. Understand the concept of average mass
hh. Learn how counting can be done by weighing
ii. Understand atomic mass and learn how it is determined
jj. Understand the mole concept and Avogadro’s number
kk. Learn to convert among moles, mass and number of atoms
ll. Understand the definition of molar mass
mm. Learn to convert between moles and mass
nn. Learn to mass percent of an element in a compound
oo. Understand the meaning of empirical formula
pp. Learn to calculate empirical formulas
qq. Learn to calculate the molecular formula of a compound
rr. Learn the signals that show a chemical reaction has occurred.
ss. Learn to identify the characteristics of a chemical reaction.
tt. Learn the information given by a chemical equation.
uu. Learn to write a balanced equation for a chemical reaction.
vv. Learn about some of the factors that cause reactions to occur.
ww. Learn to identify the solid that forms in a precipitation reaction.
xx. Learn to write molecular, complete ionic and net ionic equations.
yy. Understand the information given in a balanced equation.
zz. Use a balanced equation to determine the relationships between moles of reactants and
products.
Aaa. Learn to relate masses of reactant and products in a chemical reaction.
Bbb. Perform mass calculations that involve scientific notation.
ccc. Understand the concept of limiting reactants.
Ddd. Learn to recognize the limiting reactant in a reaction.
Eee. Learn to use the limiting reactant to do stoichiometric calculations.
Fff. Learn to calculate percent yield.
Ggg. Explore the nature of electromagnetic radiation.
Hhh. See how atoms emit light.
iii. Understand how the emission spectrum of hydrogen demonstrates the quantized nature of
energy.
Jjj. Learn about Bohr’s model of the hydrogen atom
Kkk. Understand how the electron’s position is represented in the wave mechanical model.
Lll. Learn the shapes of the s and p orbitals
mmm. Learn about electron spin.
Nnn. Understand how the principal energy levels fill with electrons in atoms beyond hydrogen.
Ooo. Learn about valence electrons and core electrons.
Ppp. Understand the general trends in properties in the periodic table.
2. By the end of semester 2, the student will be able to:
a. Learn about ionic and covalent bonds and explain how they are formed
b. Learn about polar covalent bonds
c. Understand the nature of bonds and their relationship to electronegativity
d. Understand bond polarity and how it is related to molecular polarity
e. Learn about stable electron configurations
f. Learn to predict the formulas of ionic compounds
g. Learn about the structures of ionic compounds
h. Understand factors governing ionic size
i. Learn about atmospheric pressure and how barometers work
j. Learn the units of pressure
k. Understand how the pressure and volume of a gas are related
l. Do calculations involving Boyle’s Law
m. Learn about absolute zero
n. Understand how the volume and temperature of a gas are related
o. Do calculations involving Charles’ Law
p. Understand how the volume and number of moles of a gas are related
q. Do calculations involving Avogadro’s Law
r. Understand the ideal gas law and use it in calculations
s. Understand the relationship between the partial and total pressure of a gas mixture
t. Do calculations involving Dalton’s Law of partial pressures
u. Understand the molar volume of an ideal gas
v. Learn the definition of STP
w. Do stoichiometry calculations using the ideal gas law
x. Understand the postulates of the kinetic molecular theory
y. Understand temperature
z. Describe the properties of real gases
aa. Learn about dipole-dipole, hydrogen bonding, and London dispersion forces
bb. Understand the effect of intermolecular forces on the properties of liquids
cc. Learn some of the important features of water
dd. Learn about interactions among water molecules
ee. Understand and use heat of fusion and heat of vaporization
ff. Understand the relationship among vaporization, condensation, and vapor pressure
gg. Relate the boiling point of water to its vapor pressure
hh. Learn about the types of crystalline solids
ii. Understand the inter-particle forces in crystalline solids
jj. Learn how the bonding in metals determines metallic properties
kk. Understand the process of dissolving
ll. Learn why certain substances dissolve in water
mm. Learn qualitative terms describing the concentration of a solution
nn. Understand the factors that affect the rate at which a solid dissolves
oo. Understand mass percent and how to calculate it
pp. Understand and use molarity
qq. Learn to calculate the concentration of a solution made by diluting a stock solution
rr. Learn about two models of acids and bases
ss. Understand the relationship of conjugate acid-base pairs
tt. Understand the concept of acid strength
uu. Understand the relationship between acid strength and the strength of the conjugate base
vv. Learn about the ionization of water
ww. Understand pH and pOH
xx. Learn to find the pH and pOH for various solutions
yy. Use a calculator to find pH
zz. Learn methods for measuring pH of a solution
aaa. Learn to calculate the pH of strong acids
bbb. Learn about acid-base titrations
ccc. Understand the general characteristics of buffered solutions
ddd. Learn the types of radioactive decay
eee. Learn to write nuclear equations for radioactive decay
fff. Learn how one element may be changed to another by particle bombardment
ggg. Learn about radiation detection instruments
hhh. Understand half-life
iii. Learn how objects can be dated by radioactivity
jjj. Understand the use of radiotracers in medicine
kkk. Introduce fusion and fission as sources of energy
lll. Learn about nuclear fission
mmm. Understand how a nuclear reactor works
nnn. Learn about nuclear fusion
ooo. See how radiation damages human tissue
VII. Evaluations `
Tests
Quizzes
Midterm Exam
Final Exam
Projects
Laboratory Experiments
Class Participation
Homework
VIII.
Affirmative Action – evidence of
A-1 Minorities and females incorporated in plans.
A-2 Human relations concepts are being taught.
A-3 Teaching plans to change ethnic and racial stereotypes.
IX.
Bibliography, Materials and Resources
Teacher prepared materials
Software materials
Probeware: (Dell Computer with Pasco probeware)
Textbook:
World of Chemistry
Zumdahl, S, S., Zumdahl, S.L., DeCoste, D
Brooks/ Cole, 2007