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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