Download SUGGESTED TIMELINE: 4 Weeks - Hazlet Township Public Schools

Hazlet Township Public Schools
COURSE OF STUDY
FOR
Honors Laboratory Chemistry
June 2016
Donna Sanclementi
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
UNIT NUMBER AND TITLE: Unit 1 Introduction
BRIEF SUMMARY OF UNIT: As an introduction to chemistry students will be introduced to safety in
the chemistry laboratory. This unit defines the field of chemistry and distinguishes between different
branches of chemistry. In addition, this unit covers the scientific method and its component activities,
such as observing, collecting data, formulating and testing hypotheses, and theorizing.
SUGGESTED TIMELINE: 1 Week
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
1
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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Why is safety important in science?
Is chemistry present in everyday life?
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How is the scientific method used to
solve scientific problems?
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How is scientific data interpreted in
order to solve problems in chemistry?
How is scientific data analyzed?
GUIDING QUESTIONS:
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ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
GRADE(S): 10-12
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
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Safety procedures as set forth by
science department contract.
Appropriate use of laboratory
equipment.
Modern research in chemistry leads to
technologies that help the
environment, conserve and produce
energy, improve our lives, and help us
learn more about the universe.
Quantitative observations are
measurements using instruments other
than human senses.
Qualitative observations are
descriptive and can be made by using
senses.
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What are proper lab safety procedures?
What is the proper use of lab
equipment?
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What is the scientific method and how
is it used to solve scientific problems?
How do we identify quantitative and
qualitative observations?
STUDENTS WILL UNDERSTAND THAT:
What is the difference between a
● Following safety procedures and using
theory and a law?
personal protection equipment will
How do you identify the dependent,
reduce the risk of injury.
Independent variables and control in
● Planning is an essential component in
an experiment?
understanding Chemistry.
● Following safety procedures and using
personal protection equipment will
reduce the risk of injury
● Data is analyzed and organized
STUDENTS WILL:
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
C: STUDENTS WILL BE ABLE TO:
2
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
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Apply knowledge of lab safety and lab
safety equipment in the Chemistry
laboratory.
Demonstrate knowledge of various lab
equipment and its proper use.
Identify the steps of the scientific
method.
Utilize the steps of the scientific
method to solve a problem
Identify the control in the experiment.
Classify an observation as quantitative
or qualitative.
Identify the characteristics that make a
law different from a theory.
Identify the different types of graphs
and uses of a line bar or pie graph
Create graphs and analyze data to
reveal patterns of data.
Identify the parts of the experiment as
they pertain to the independent and
dependent variable
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COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
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Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
4
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 2 Matter and Measurement
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit defines matter and contrasts major physical and chemical changes that
matter can undergo. It also outlines the basic form of a chemical equation and describes how matter is classified. It
serves as an introduction to the periodic table as a classification scheme for the elements with descriptions of metals,
nonmetals, and metalloids. It presents SI units of measurement, the concepts of mass and density, and the use of
conversion factors. Lastly, this unit describes accuracy and precision, percentage error, the use of significant figures
and scientific notation, and steps to use in solving problems.
SUGGESTED TIMELINE: 3 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion,
and radioactive decay.
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields.
5
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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How is matter described and
classified?
Why is careful measurement important
in chemistry?
What are the guidelines for performing
calculations of scientific data?
How are scientific values
communicated?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
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GUIDING QUESTIONS:
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What is matter?
How is matter classified?
How do we distinguish between
physical and chemical properties of a
substance?
What is density?
How do scientists distinguish between
an intensive and extensive property?
How do scientists distinguish between
a physical and chemical change?
How do scientists distinguish between
elements, compounds and mixtures?
What are the characteristics of a
homogeneous mixture?
What are the characteristics of a
heterogeneous mixture?
What are the phases of matter and their
associated properties?
What methods are used by scientists to
separate mixtures?
What are the main systems of
GRADE(S): 10-12
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
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Atoms are the building blocks of
matter.
All substances have characteristic
properties.
Matter can be a pure substance or a
mixture.
An atom is the smallest unit of an
element that still retains the chemical
identity of that element.
An element is a pure substance that
cannot be broken down into simpler,
stable substances and is made of one
type of atom.
A compound is a substance can be
broken down into simple stable
substances.
Extensive properties depend on the
amount of matter present, while
intensive properties do not.
A physical property can be observed
without changing the identity of that
substance.
A physical change does not involve a
change in the identity of the substance.
Solid, liquid, gas and plasma are states
of matter.
Chemical property relates to a
substances ability to undergo changes
that transform it into different
STUDENTS WILL:
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
6
COURSE TITLE: Honors Laboratory Chemistry
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measurement?
What are the base units of the metric
system?
What are the prefixes used in the
metric system and what do the values
represent?
What is dimensional analysis and how
is it used to convert between units?
How do we make and interpret
measurement in chemistry?
How is quantitative data expressed
with correct precision?
Why are numbers put in scientific
notation?
GRADE(S): 10-12
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substances.
A change that one or more substances
are converted into different substances
is a chemical change.
A mixture is a blend of two or more
kinds of matter, each of which retains
its own identity and properties.
Homogeneous mixtures are uniform in
composition, while heterogeneous
mixtures are not.
The periodic table organizes elements
by their chemical properties.
Some elements are metals.
Some elements are nonmetals or
metalloids.
Chemists acquire meaningful data
through precise and meaningful
measurements.
There are seven base SI units in which
all measurements can be made or
derived from.
Scientific notation is a number written
as product of a coefficient and 10
raised to a power. The coefficient must
be greater than or equal to 1 and less
than 10.
Accuracy is a measure of the degree of
closeness measurements to the true
value.
Precision is a measure of the degree to
which repeated measurements under
unchanged conditions show the same
results.
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COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
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Measurements must be expressed to
the correct number of significant
figures based on the precision of the
instrument used to obtain value.
Calculated answers depend on the
number of significant figures in the
value used in the calculation.
All metric units are based on multiples
of 10; therefore conversion between
units is simplified.
Scientists commonly use degrees
Celsius and the Kelvin to measure
temperature.
Density is an intensive, physical
property of a substance that depends
on the composition of a substance, not
on the size of the sample.
Density can be calculated by using the
substance’s volume and mass.
When a measurement is multiplied by
a conversion factor, the numerical
value and units are changed. However
the quantity remains the same.
You can use dimensional analysis for
solving conversion problems in which
a measurement with one unit is
changed to an equivalent measurement
with another unit.
Variables that are directly proportional
increase or decrease by the same
factor.
Quantities are inversely proportional if
one decreases in value when the other
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COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
increases.
B:STUDENTS WILL UNDERSTAND THAT:
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Matter is classified according to
physical and chemical properties and
changes.
Chemistry includes the study of the
characteristics of all matter.
Measurement is essential in the study
of chemistry.
Chemistry is a quantitative science and
performance of calculations is
necessary.
C: STUDENTS WILL BE ABLE TO:
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Define matter.
Classify matter according to its
composition.
Distinguish among elements,
compounds, heterogeneous mixtures
and homogeneous mixtures.
Relate the properties of matter to
structure.
Classify properties and changes as
chemical or physical.
Differentiate between intensive and
extensive properties.
Identify the four main indicators that a
chemical change has taken place.
Differentiate between a pure substance
and a mixture.
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COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
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Distinguish between elements and
compounds.
Define homogeneous mixture.
Identify examples of homogeneous
mixtures (Including solutions, alloys).
Define heterogeneous mixture.
Distinguish between a homogenous
mixture and a heterogeneous mixture.
Discuss characteristics of solids,
liquids, gases, and plasma.
Discuss the various methods of
separating a mixture such as: filtering,
sifting or sieving, magnetism,
evaporation, chromatography, and
distillation.
Identify the different characteristics of
the English and S.I. systems of
measurement
Discuss the importance of the S.I.
System of Measurement
Identify the units of metric
measurement.
Define derived unit.
Perform density calculations.
Transform a statement of equality into
a conversion factor.
Express how the values of the base
units can be changed by adding
prefixes.
Use dimensional analysis to show how
multiplying by a factor you can
convert the quantity from one unit to
another.
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COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
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Determine the difference between an
accurate measurement and a precise
measurement.
Define significant figure and identify
which digits are significant by
performing calculations and reporting
the correct number of significant
figures.
Discuss rules in performing
multiplication, division, addition and
subtraction in the correct amount of
significant digits.
Identify the reasoning behind using
scientific notation.
Perform calculations involving simple
mathematical operations. (with and
without scientific calculators)
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
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●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
11
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
12
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 3 The Atom and the Periodic Table
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit covers the history and development of atomic theory, from Democritus
to Dalton to the modern era. It discusses the experiments that led to the discovery of the electron and the nucleus,
and the principal properties of these subatomic particles. In addition, it outlines the manner in which the number of
atoms of an element and the number of an atom’s subatomic particles can be expressed and measured. It also covers
the work of Mendeleev and other chemists in developing the periodic table and explains how the periodic law is
used to predict elements’ physical and chemical properties. The relationship between electron configuration and the
arrangement of elements in groups, blocks, and periods of the periodic table, as well as the elements’ general
properties are discussed. In addition, further exploration of the relationship between the periodic law and electron
configuration, including trends in the properties of electron affinity, electronegativity, ionization energy, atomic
radii, and ionic radii.
SUGGESTED TIMELINE: 3 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
13
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction
14
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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How do you study substances that
cannot be seen?
How does atomic structure dictate
properties of elements and
compounds?
What information can be obtained
from the periodic table and what are
the applications?
How does the organization of the
Periodic Table illustrate commonality
and patterns of physical and chemical
properties among elements?
GUIDING QUESTIONS:
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What were the first proposed ideas
about the atom and how did it lead to
the first atomic theory?
What is the difference between the
Law of Multiple Proportions and the
Law of Definite Proportions?
What is the Law of Conservation of
Mass and why is it important?
What experiments led to the discovery
of subatomic particles?
How are elements identified?
How is the mass of an atom calculated
from its subatomic particles?
What is the mass of subatomic
particles?
What is an isotope?
How does an isotope affect the mass of
an atom?
How are isotopes represented?
How do you calculate the average
atomic mass of an element?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
GRADE(S): 10-12
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
STUDENTS WILL:
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Three basic laws describe how matter
behaves in chemical reactions.
● Compounds contain atoms in wholenumber ratios.
● Atoms can be subdivided into smaller
particles.
● Atoms contain positive and negative
particles
● Atoms have small, dense, positivelycharged nuclei.
● A nucleus contains protons and
neutrons.
● The radius of an atom is expressed in
picometers.
● All atoms of an element must have the
same number of protons, but not
neutrons.
● Atomic mass is a relative measure.
● Average atomic mass is a weighted
value.
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The Periodic Table is organized in
groups and periods.
Mendeleev’s periodic table grouped
elements by properties.
Moseley arranged elements by their
atomic numbers.
Modern periodic tables arrange the
elements by both atomic number and
properties.
The period of an element is
determined by its electron
configuration.
Atomic radii are related to electron
configuration.
Removing electrons from atoms to
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
15
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
16
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
UNIT NUMBER AND TITLE: Unit 4 Electron Structure and Quantum Theory
BRIEF SUMMARY OF UNIT: This unit describes the principles of electromagnetic radiation and the
development of Bohr’s model of the atom. It also describes the location of electrons around the nucleus from a
wave-mechanical, or quantum, perspective using quantum numbers. Lastly, discusses the rules used to determine
the electron configurations of the elements and introduces electron configuration notations
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media.
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have
when absorbed by matter.
17
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to
transmit and capture information and energy.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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How are the electrons arranged?
How are the properties of an element
determined by its electron
arrangement?
GUIDING QUESTIONS:
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What are the properties of waves?
What is the common factor between
all waves?
How are waves categorized?
What is meant by quantized energy
and how does it apply to heated
objects?
How is the energy of a wave
calculated?
What important contributions did Bohr
add to the model of the atom?
How does the atomic emission spectra
enable us to determine what happens
to an electron in an atom?
What impact did the Heisenberg
Uncertainty Principle and DeBroglie's
wave particle duality equation have on
the model of the atom?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
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Light has characteristics of both
particles and waves.
When certain frequencies of light
strike a metal, electrons are emitted.
Electrons exist only in very specific
energy states for atoms of each
element.
Bohr’s model of the hydrogen atom
explained electron transition states.
Waves travel at a speed of 3.00 x108
m/s in a vacuum and it is this constant
that relates all waves.
Electrons have wave-like properties.
The speed and position of an electron
cannot be measured simultaneously.
Orbitals indicate probable electron
location.
Quantum numbers describe atomic
orbitals.
Electrons fill the lowest energy level
first.
There are three ways to indicate
electron configuration.
STUDENTS WILL:
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
18
COURSE TITLE: Honors Laboratory Chemistry
●
●
●
●
●
●
●
●
●
What are the characteristics of an
orbital?
What characteristics are used to
describe the location of an electron in
an atom?
What does the Pauli Exclusion
Principle tell us about quantum
numbers?
How is the energy of an electron
determined?
How are electrons distributed among
the various atomic orbitals?
How does electron configuration
identify the location of an element on
the Periodic Table?
How are electrons organized in
orbitals according to Hund's Rule?
What information can be learned about
an atom from its electron
configuration?
How are valence electrons organized
in atoms?
GRADE(S): 10-12
●
No electron can occupy a higherenergy sublevel until the sublevel
below it is filled.
Complete a chapter/unit project (where applicable)
B: STUDENTS WILL UNDERSTAND THAT:
●
The properties of an element are due to
the arrangement of its electrons.
C: STUDENTS WILL BE ABLE TO:
●
●
●
●
●
●
●
●
●
●
●
Label and calculate the wavelength,
frequency, and amplitude of a wave.
Classify waves according to their
wavelength and frequency.
Correctly determine and identify the
type of electromagnetic radiation.
Explain how a quantum of energy is
related to an energy change in matter.
Describe the photoelectric effect.
Describe Einstein's discovery of a
photon.
Calculate the energy of a photon.
Explain how the emission spectrum of
Hydrogen led Bohr to determine the
location of an atom's electron.
Compare Bohr's and Quantum
Mechanical models of the atom.
Observe the emissions spectra of
several different elements.
Describe the energy transitions of an
electron of Hydrogen to trace its path
between the ground state and the
excited state.
19
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
●
Explain the impact of de Broglie's
wave –particle duality and the
Heisenberg Uncertainty Principle on
the modern view of electrons in atoms.
Define Heisenberg Uncertainty
Principle and de Broglie’s Wave
Particle Duality Principle
Define an orbital.
Describe the shapes of the s, p and d
orbitals.
Identify the four quantum numbers and
what they represent.
Utilize the rules to identify the unique
sets of quantum numbers for electrons
in atoms.
Use the Periodic Table as a map to
interpret quantum numbers or arrow
diagram.
Explain the Pauli Exclusion Principle
and how it applies to quantum
numbers.
Use the Aufbau Principle to designate
the energy of orbitals.
Utilize the Periodic Table to write the
electron configuration for different
elements.
Use the Noble Gas Notation as a
shorthand version of electron
configuration
Use the electron configuration to
locate an element on the Periodic
Table.
Utilize the Periodic Table to draw
20
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
orbital diagrams for the electrons of
different elements.
Determine the valence energy level of
an electron based on its electron
configuration.
Draw electron dot (Lewis Dot)
structures from an electron
configuration.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
21
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
22
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
UNIT NUMBER AND TITLE: Unit 5 Chemical Bonding and Nomenclature
BRIEF SUMMARY OF UNIT: This unit defines chemical bonding and uses electronegativity values to contrast
polar-covalent, nonpolar-covalent, and ionic bonding. The characteristics of covalent bonding, including the
relationship between bond length and bond strength, and the use of Lewis structures are covered. The characteristics
of ionic bonding are also covered. The characteristics of metallic bonding and the resulting properties of metals are
discussed. It also describes the naming of binary ionic and molecular compounds. The way oxidation numbers are
assigned and the Stock system of naming compounds is discussed. In addition, how to calculate formula masses,
molar masses, and percentage compositions is learned. Lastly, how to determine chemical formulas from
percentage compositions and empirical data is modeled.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction
23
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
●
●
●
●
How are molecules held together?
What determines how atoms are held
together in a compound?
What are the possible shapes of
molecules?
How does bonding and structure
determine the properties of
compounds?
How are names and formulas of
substances determined?
What quantitative information can be
determined from the name and
formula of a compound?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
STUDENTS WILL:
●
●
●
●
●
●
GUIDING QUESTIONS:
●
●
●
●
●
●
●
●
●
●
What is a chemical bond?
What part of the atom is involved in
bonding?
How are ions formed?
How are ionic bonds formed and
characterized?
How are covalent bonds formed and
how are they characterized?
What is the Octet Rule?
What happens when atoms share more
than one pair of electrons?
How do you determine if a covalent
molecule is polar or nonpolar?
What is the VSEPR Theory?
How do you use the VSEPR Theory to
GRADE(S): 10-12
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
●
●
●
●
●
●
●
Atoms form compounds by gaining,
losing, or sharing electrons.
Covalent bonds form from shared
electrons.
Bond lengths and energy vary from
molecule to molecule.
Atoms tend to form bonds to follow
the octet rule.
Dots placed around an element’s
symbol can represent valence
electrons.
Electron-dot notations can represent
compounds.
Some atoms can share multiple pairs
of electrons.
Some atoms can share multiple pairs
of electrons.
Resonance structures show hybrid
bonds.
Some compounds are networks of
bonded atoms.
Ionic bonds form from attractions
between positive and negative ions.
Differences in attraction strength give
ionic and molecular compounds
different properties.
Multiple atoms can bond covalently to
form a single ion.
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
24
COURSE TITLE: Honors Laboratory Chemistry
●
●
●
●
●
●
●
●
●
●
determine the shape of a molecule?
What is a metallic bond and how is it
formed?
What are the characteristics of metallic
bonds?
What is an alloy?
What are the differences among
empirical, molecular/chemical and
structural formulas?
How do we name and write formulas
for ionic compounds?
How do we name and write formulas
for covalent compounds?
What is an acid and how do you
identify it?
How is molar mass calculated?
How is percent of each element in a
compound calculated?
How can you determine the formula of
a compound given relative amounts of
elements present?
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Metal electrons move freely in empty,
overlapping orbitals.
Negative particles repel and move
away from each other.
Multiple orbitals can combine to form
hybrid orbitals.
Weak forces exist between molecules.
Formulas tell the number and kinds of
atoms in a compound.
Monatomic ions are made of only one
type of atom.
Binary compounds contain atoms of
two elements.
Some covalent compounds are a
network with no single molecules.
Acids are solutions of water and a
special type of compound.
Many nonmetals have multiple
oxidation numbers.
Formula mass is the sum of the
average atomic masses of a
compound’s elements.
The molar mass of a compound is
numerically equal to its formula mass.
Molar mass is used to convert from
moles to grams.
Percent composition is the number of
grams in one mole of a compound.
Empirical formulas show the whole
number ratio of elements in a
compound.
Molecular formulas give the types and
25
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
numbers of atoms in a compound.
B:STUDENTS WILL UNDERSTAND THAT:
●
●
●
●
Atoms combine to form compounds.
Different combinations of atoms result
in the formation of compounds.
The names and formulas of
compounds are used to identify
substances.
Compound names and formulas can be
related to element ratios present.
C: STUDENTS WILL BE ABLE TO:
●
●
●
●
●
●
●
●
Determine the number of valence
electrons in an atom of a
representative element.
Explain how the octet rule applies to
atoms of metallic and nonmetallic
elements.
Describe how cations and anions form.
Explain the electrical charge of an
ionic compound.
Describe three properties of ionic
compounds.
Model the valence electrons of metal
atoms.
Describe the arrangement of atoms in
a metal.
Distinguish between the melting
points and boiling points of molecular
26
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
●
compounds and ionic compounds.
Describe how electrons are shared to
form covalent bonds, and identify
exceptions to the octet rule.
Demonstrate how electron dot
structures represent shared electrons.
Describe how atoms form double or
triple covalent bonds.
Explain how to determine Lewis
structures for molecules containing
single bonds, multiple bonds, or both.
Explain why scientists use resonance
structures to represent some
molecules.
Describe how VSEPR theory helps
predict the shapes of molecules.
Describe how electronegativity values
determine the distribution of charge in
a polar molecule.
Evaluate the strength of intermolecular
attractions compared with the strength
of ionic and covalent bonds.
Describe the information a molecular
formula provides.
Identify the charges of monatomic
ions by using the periodic table, and
name the ions.
Explain the significance of a chemical
formula.
Determine the formula of an ionic
compound formed between two given
ions.
Name an ionic compound given its
27
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
formula.
Using prefixes, name a binary
molecular compound from its formula.
Write the formula of a binary
molecular compound given its name.
Define a polyatomic ion and write the
names and formulas of the most
common polyatomic ions.
Identify the two common endings for
the names of most polyatomic ions.
Apply the rules for naming and
writing formulas for binary molecular,
polyatomic, and binary molecular
compounds.
Name binary molecular compounds
using oxidation numbers and the Stock
system.
Calculate the formula mass or molar
mass of any given compound.
Use molar mass to convert between
mass in grams and amount in moles of
a chemical compound.
Calculate the number of molecules,
formula units, or ions in a given molar
amount of a chemical compound.
Calculate the percentage composition
of a given chemical compound.
Define empirical formula, and explain
how the term applies to ionic and
molecular compounds.
Determine an empirical formula from
either a percentage or a mass
composition.
28
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
Explain the relationship between the
empirical formula and the molecular
formula of a given compound.
Determine a molecular formula from
an empirical formula.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
29
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
30
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 6 Chemical Reactions and the Quantitative Study of Matter
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit covers the writing and balancing of chemical equations and lists the
information contained in an equation. It describes five basic types of chemical reactions: synthesis, decomposition,
single-displacement, double displacement, and combustion. It also defines mole ratio and introduces molar mass as
a conversion factor in solving stoichiometry problems. It demonstrates solutions to problems involving conversions
from moles of given to moles of unknown, from moles to mass, from mass to moles, and from mass to mass. Lastly,
it explains the concepts of limiting reactant and percentage yield and provides strategies for solving problems based
on these concepts.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
31
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
●
●
How is a chemical reaction
represented by a balanced equation
and based on the Law of Conservation
of Mass?
What characteristics are used to
classify chemical reactions?
What information can be conveyed by
a balanced chemical equation?
How are quantities of substances in
chemical reactions calculated?
GRADE(S): 10-12
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
STUDENTS WILL:
●
●
●
●
GUIDING QUESTIONS:
●
●
●
●
●
●
●
●
●
What is a chemical reaction?
What are the indicators that a reaction
has occurred?
What is a chemical equation?
What are the parts of a chemical
equation?
How do we write and balance
chemical equations?
What are the different types of
chemical reactions?
How do we predict the products that
are produced in each type of reaction?
How is dimensional analysis used to
determine the amount of reactants
needed to react or the amount of
products produced?
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
●
●
●
●
●
●
●
The interactions of substances with
one another create new products in a
predictable, quantifiable way.
The conservation of atoms in chemical
reactions leads to the law of
conservation of mass.
Chemical reactions have physical
indicators.
Chemical equations must satisfy the
law of conservation of mass.
Chemical equations show relative
amounts, masses, and progression of
chemical reactions.
Chemical equations can be balanced
with step-by-step inspection.
Substances are combined in synthesis
reactions.
Substances are broken down in
decomposition reactions.
One element replaces another in
single-displacement reactions.
In double-displacement reactions, two
compounds exchange ions.
Combustion reactions involve oxygen.
Ratios of substances in chemical
reactions can be used as conversion
factors.
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
32
COURSE TITLE: Honors Laboratory Chemistry
● What does a Limiting Reactant
●
determine in a chemical reaction?
How can a scientist use percent yield
to validate an experiment?
GRADE(S): 10-12
●
●
●
●
●
●
Balanced equations give amounts of
reactants and products under ideal
conditions.
Mole-to-gram calculations require two
conversion factors.
Gram-to-mole conversions require the
molar mass of the given substance and
the mole ratio.
Mass-to-mass calculations use the
mole ratio and the molar masses of the
given and unknown substances.
One reactant limits the product of a
reaction.
Comparing the actual and theoretical
yields helps chemists determine the
reaction’s efficiency.
B:STUDENTS WILL UNDERSTAND THAT:
●
●
●
●
●
The interactions of substances with
one another create new products in a
predictable, quantifiable way.
The conservation of atoms in chemical
reactions leads to the law of
conservation of mass
Chemical equations can be classified
based on the properties and identity of
the reactants and products.
Products of a reaction can be predicted
from a given set of reactants.
Chemical equations are used to
describe chemical reactions.
33
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
There are different types of chemical
reactions in everyday life.
C: STUDENTS WILL BE ABLE TO:
●
Define a chemical reaction.
●
Discuss the indicators of a chemical
reaction.
Identify reactants, products,
coefficient, subscript and yield signs
and what they represent.
Represent a chemical reaction as a
word equation into a skeletal equation
into a balanced equation.
Balance chemical equations by
changing coefficients.
Identify the following types of
reactions based on characteristics:
synthesis, decomposition, single
replacement, double replacement and
combustion.
Construct mole ratios from balanced
chemical equations.
Calculate stoichiometric quantities
from balanced chemical equations.
Identify the limiting reagent in a
reaction.
Calculate theoretical yield, actual
yield, or percent yield given
appropriate information.
●
●
●
●
●
●
●
●
34
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
Using the reactants, decide what type
of reaction will occur, predict products
and write new formulas.
Calculate the amount of reactants
needed or the amount of products
produced.
Define limiting reactant.
Determine the limiting reactant, excess
reactant, and the amount of product
produced during a given chemical
reaction.
Define percent yield.
Calculate the Percent Yield of an
experiment and assess the validity of
the experiment.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
35
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
36
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
UNIT NUMBER AND TITLE: Unit 7 States of Matter and Gas Laws
BRIEF SUMMARY OF UNIT: This unit introduces the kinetic-molecular theory of matter and explains how the
theory accounts for certain physical properties of ideal gases, which differ from real gases. The kinetic-molecular
theory is used to describe properties of liquids and explain changes of state involving liquids. It can also be used to
describe the properties of solids, contrast them with liquid properties. Changes of state and the factors that
determine them are covered. Water is a unique substance and is described in this unit in terms of its structure,
physical properties, and changes of state. It defines pressure in terms of force, explains how pressure is measured,
and defines and converts units of pressure. It presents gas laws that express simple mathematical relationships
among the pressure, temperature, volume, and quantity of gases. It also develops the relationships among the
volume, mass, and number of particles of a gas and presents the ideal gas law. Lastly, it demonstrates the
relationship between the mass of gas particles and their rate of effusion.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium
37
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution among the components in the system
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
●
●
●
What are the characteristics of the
three states of matter?
What are the variables that cause a
state to undergo a phase change?
How is energy measured in a chemical
reaction?
How do the various gas laws explain
the relationship between pressure,
volume, temperature, and the number
of particles in a sample of gas?
What is the difference between an
ideal and a real gas?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
STUDENTS WILL:
●
●
●
●
●
●
GUIDING QUESTIONS:
●
●
How is the Kinetic Molecular Theory
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
The kinetic-molecular theory explains
the constant motion of gas particles.
The kinetic-molecular theory explains
the physical properties of gases.
Real gases do not behave according to
the kinetic molecular theory.
The intermolecular forces of liquids
determine their properties.
The particles in a solid hold relatively
fixed positions.
Crystal particles are arranged in a 3dimensional lattice.
The particles in amorphous solids are
not arranged in a regular pattern.
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
38
COURSE TITLE: Honors Laboratory Chemistry
●
●
●
●
●
●
●
●
●
●
●
●
●
●
used to explain the behavior of matter?
What are the properties and structure
of the various types of solids?
How do such properties as viscosity,
surface tension, and capillary action
relate to the intermolecular forces
involved in liquids?
How does the addition or removal of
energy to matter cause a phase
change?
What is energy?
What is the difference between kinetic
and potential energy?
What is the Law of Conservation of
Energy?
What are the boiling points and
melting points of water on the three
different temperature scales?
What is specific heat?
How do we measure energy transfer
between substances?
How do a manometer and a barometer
measure the pressure of a gas?
How is the Kinetic Molecular Theory
used to explain the behavior of matter?
What are the laws of gases and how
are the variables related to one
another?
How does the mass of a gas affect the
rates of diffusion and effusion?
What properties are involved in
distinguishing a Real Gas from an
Ideal Gas?
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Substances in equilibrium change back
and forth between states at equal
speeds.
A liquid boils when it has absorbed
enough energy to evaporate.
Freezing occurs when a substance
loses enough heat energy to solidify.
Under certain conditions, water can
exist in all three phases at the same
time.
The properties of water in all phases
are determined by its structure.
The molar enthalpy of water
determines many of its physical
characteristics.
Temperature and heat are related but
not identical.
Energy transfer varies from reaction to
reaction.
Collisions of air molecules generate
pressure.
Pressure depends on force and area.
The total pressure of a gas mixture is
the sum of the pressures of the gases in
it.
Gas volume and pressure are
indirectly proportional.
Gas volume and temperature are
directly related.
Gas pressure and temperature are
directly related.
Gas pressure, temperature, and volume
are interrelated.
●
●
GRADE(S): 10-12
Engaging in Argument from Evidence
Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
39
COURSE TITLE: Honors Laboratory Chemistry
● What did Avogadro contribute to the
●
●
number of particles and volume of
gases at STP?
How does the amount of gas relate to
the amount of pressure, temperature,
and volume using the Ideal Gas Law?
How does an Ideal Gas deviate from a
Real Gas?
GRADE(S): 10-12
●
●
●
●
●
●
Pressure, volume, and temperature are
related to the number of moles of a
gas.
All gases have a volume of 22.4 L
under standard conditions.
In a chemical equation, the
coefficients can indicate moles,
molecules, or volume.
Pressure, volume, and temperature are
related to the number of moles of a gas
The ideal gas law relates pressure to
volume to temperature.
The rates of effusion and diffusion for
gases depend on the velocities of their
molecules.
B:STUDENTS WILL UNDERSTAND THAT:
●
●
●
●
States of matter depend on the
arrangement of atoms and molecules
and on their freedom of motion.
The type and arrangement of atoms
and their bonds determine
macroscopic properties
The Kinetic Molecular Theory is the
backbone of the laws and concepts
surrounding the different phases of
matter.
The properties of gases can be
predicted through the use of laws that
40
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
govern their behavior.
C: STUDENTS WILL BE ABLE TO:
●
●
●
●
●
●
●
●
●
●
●
State the kinetic-molecular theory of
matter, and describe how it explains
certain properties of matter.
List the five assumptions of the
kinetic- molecular theory of gases.
Define the terms ideal gas and real
gas.
Describe each of the following
characteristic properties of gases:
expansion, density, fluidity,
compressibility, diffusion, and
effusion.
Describe the conditions under which a
real gas deviates from “ideal”
behavior.
Describe the motion of particles in
liquids and the properties of liquids
according to the kinetic-molecular
theory.
Discuss the process by which liquids
can change into a gas.
Define vaporization.
Discuss the process by which liquids
can change into a solid.
Define freezing.
Describe the motion of particles in
solids and the properties of solids
according to the kinetic-molecular
theory.
41
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Describe the different types of crystal
symmetry.
Define crystal structure and unit cell.
Explain the relationship between
equilibrium and changes of state.
Interpret phase diagrams.
Explain what is meant by equilibrium
vapor pressure.
Describe the processes of boiling,
freezing, melting, and sublimation.
Describe the structure of a water
molecule.
Discuss the physical properties of
water and explain how they are
determined by the structure of water.
Calculate the amount of energy
absorbed or released when a quantity
of water changes state.
Define temperature and state the units
in which it is measured.
Define heat and state its units.
Perform specific-heat calculations.
Define pressure.
Compare a barometer to a manometer.
Calculate the pressure of a gas in an
open and a closed manometer.
Describe the behavior of gases in
relation to the Kinetic Molecular
Theory.
Determine the unknown variable of
temperature, pressure or volume using
Boyle's Law, Charles's Law or GayLussac's Law.
42
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
Combine all the gas laws to create the
Combined Gas Law.
State Avogadro’slaw and explain its
significance.
Define standard volume of a gas and
use it to calculate masses and volumes.
Use Graham's Law of Effusion to
describe how the mass of a gas affects
the rate of effusion and diffusion.
Compare the properties of a Real Gas
versus an Ideal Gas.
Define STP and the standards.
Define Ideal Gas Law Constant
Perform Ideal Gas Law calculations to
solve for unknown variabletemperature, volume, pressure, and
number of moles.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
43
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
44
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 8 Solutions and Solubility
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit outlines characteristics that distinguish solutions from suspensions and
colloids. It covers the physical and chemical factors that affect solubility. It also presents concentration expressed as
molarity and molality with calculations. It also describes the dissociation of ionic compounds and the ionization of
some molecular compounds when they dissolve in water, distinguishes between strong and weak electrolytes, shows
how precipitation reactions occur, and describes methods of writing ionic equations for precipitation reactions. The
unit describes, both descriptively and mathematically, boiling-point elevation and freezing-point depression. The
mechanism of osmosis and the cause of osmotic pressure are described.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1.
of atoms.
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level
HS-PS1-2.
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in
the periodic table, and knowledge of the patterns of chemical properties
HS-PS1-4.
bond energy
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total
HS-PS1-5.
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of
the reacting particles on the rate at which a reaction occurs
HS-PS1-7.
Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
45
COURSE TITLE: Honors Laboratory Chemistry
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
How do solutions differ in physical
properties from their pure
components?
What factors affect the solubility of a
substance?
GUIDING QUESTIONS:
●
●
●
●
●
●
What are the characteristics of a
solution and identify the various types
of solutions?
What are the properties of a
suspension and a colloid?
What is involved in the solution
process?
How are intermolecular forces related
to the solvation process?
How is concentration of solutions
measured and calculated?
What are colligative properties of a
solution?
GRADE(S): 10-12
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
● Solutions are homogeneous mixtures.
● The particles in a suspension are large.
● Colloids have particles of intermediate
size.
● Electrolytes are ionic solutions that
conduct electricity
● Several factors affect dissolving.
● Solubility is a measure of how well one
substance dissolves in another.
● A change in energy accompanies
solution formation.
● Ions separate from each other when
ionic compounds are dissolved in water.
● A molecular compound ionizes in a
polar solvent.
● An electrolyte’s strength depends on
how many dissolved ions it contains.
● Molarity is moles of solute per liter of
solution.
● Molality is moles of solute per kilogram
of solvent.
● Lowering vapor pressure depends on
nonelectrolyte solute concentration.
● A solution with a nonelectrolyte solute
will have a lower freezing point than the
pure solvent.
● A solution with a nonelectrolyte solute
will have a higher boiling point than the
STUDENTS WILL:
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
46
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
pure solvent.
● The total molality of all dissolved
particles determines changes in
colligative properties.
B:STUDENTS WILL UNDERSTAND THAT:
● Concentration of a solution can be
expressed in different ways.
● There are different factors that affect
the solubility of a solution.
C: STUDENTS WILL BE ABLE TO:
● Distinguish between a solvent and a
solute.
● Describe what happens in the solution
process.
● Explain why all ionic compounds are
electrolytes.
● Describe the characteristics of three
types of solutions: solid, liquid, and gas
solutions.
● Demonstrate how the formula for a
hydrate is written.
● Distinguish between a suspension and a
solution.
● Explain solution equilibrium, and
distinguish among saturated,
unsaturated, and supersaturated
solutions
● Identify the distinguishing characteristic
of a colloid.
● Identify the factors that determine the
47
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
rate at which a solute dissolves.
Identify the units usually used to
express the solubility of a solute.
Identify the factors that determine the
mass of solute that will dissolve in a
given mass of solvent.
Solve problems involving the molarity
of a solution.
Describe the effect of dilution on the
total moles of solute in solution.
Define percent by volume and percent
by mass solutions.
Write equations for the dissolution of
soluble ionic compounds in water.
Predict whether a precipitate will form
when solutions of soluble ionic
compounds are combined, and write
net-ionic equations for precipitation
reactions.
Compare dissociation of ionic
compounds with ionization of
molecular compounds.
Draw the structure of the hydronium
ion, and explain why it is used to
represent the hydrogen ion in solution.
Distinguish between strong electrolytes
and weak electrolytes.
Identify three colligative properties of
solutions.
Explain why the vapor pressure,
freezing point and boiling point of a
solution differ from those properties of
the pure solvent
48
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
49
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 9 Acids and Bases
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit describes acids and bases, introduces acid-base nomenclature, and
characterizes strong and weak acids and bases. It defines Arrhenius acids and bases, the Brønsted-Lowry and Lewis
theories. It briefly explains acid-base reactions in aqueous solutions. This unit covers the ionization of water and the
equilibrium concentrations of H3O+ and OH- in water and in aqueous solutions of acids and bases. The concept of
pH is presented mathematically. In addition it explains how acid-base indicators work, how indicators and pH
meters are used to determine the pH of a solution, and how titrations are used to measure the concentration or mass
of a substance in a sample.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
50
COURSE TITLE: Honors Laboratory Chemistry
component(s) and energy flows in and out of the system are known.
GRADE(S): 10-12
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
How do acids, bases, salts and buffers
behave?
What factors determine the acidity and
alkalinity of a solution?
GUIDING QUESTIONS:
●
●
●
●
●
What are the rules for naming acids
and bases?
How is the acidity and alkalinity of a
substance determined?
How is the strength of an acid and a
base determined?
What are the various acid-base
theories?
How is an acid or a base neutralized?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
STUDENTS WILL:
●
●
●
●
●
●
●
●
●
●
●
●
Acids are identified by their
properties.
Some acids are useful in industry.
The properties of bases differ from
those of acids.
Arrhenius acids and bases produce
ions in solution.
Brønsted-Lowry acids and bases
donate or accept protons.
A Lewis acid or base accepts or
donates a pair of electrons.
Brønsted-Lowry reactions involve
conjugate acid-base pairs.
Some substances act as either acids or
bases.
Neutralization reactions produce water
and a salt.
Self-ionization of water forms
hydronium and hydroxide ions.
The concentrations of hydronium and
hydroxide ions determine pH and
pOH.
The sum of a solution’s pH and pOH
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
51
COURSE TITLE: Honors Laboratory Chemistry
●
●
●
is always 14.
Indicators can determine pH, pOH,
and strength.
Titration is used to determine exact
concentrations.
A standard solution is used to titrate
unknowns.
GRADE(S): 10-12
Complete a chapter/unit project (where applicable)
B: STUDENTS WILL UNDERSTAND THAT:
●
Solutions can be classified as acidic,
basic, or neutral according to the pH
scale.
C: STUDENTS WILL BE ABLE TO:
●
●
●
●
●
●
●
●
Distinguish between acids and bases
based on pH.
List five general properties of aqueous
acids and bases.
Name common binary acids and
oxyacids, given their chemical
formulas.
List five acids commonly used in
industry and the laboratory.
Define acid and base according to
Arrhenius’s theory of ionization.
Define and recognize Brønsted-Lowry
acids and bases.
Define a Lewis acid and a Lewis base.
Name compounds that are acids under
52
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
the Lewis definition but are not acids
under the Brønsted-Lowry definition
Explain the process of neutralization.
Define pH, and give the pH of a
neutral solution at 25°C.
Explain and use the pH scale.
Describe how an acid-base indicator
functions.
Explain how to carry out an acid-base
titration.
Calculate the molarity of a solution
from titration data.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
53
COURSE TITLE: Honors Laboratory Chemistry
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
GRADE(S): 10-12
54
COURSE TITLE: Honors Laboratory Chemistry
UNIT NUMBER AND TITLE: Unit 10 Equilibrium and Reaction Rates
GRADE(S): 10-12
BRIEF SUMMARY OF UNIT: This unit defines reversible reactions; the state of equilibrium; and K, the
equilibrium constant. It describes how equilibria will shift in response to changes in concentration, pressure, and
temperature; and discusses the common-ion effect. In addition, it describes the equilibria of acids, bases, and salts;
explains the acid ionization constant, Ka; and discusses buffering and hydrolysis. It discusses solubility equilibria;
and explains calculations involving the solubility product constant, Ksp, and precipitate formation. In addition, uses
collision theory and activation energy to describe the mechanisms by which chemical reactions take place. Lastly, it
reviews the factors that influence the rate of a chemical reaction, shows how to describe the rate based on
experimental data, and relates the reaction rate to the mechanism of the reaction.
SUGGESTED TIMELINE: 3 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
How do chemical reactions attain and
maintain a state of equilibrium?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
STUDENTS WILL:
55
COURSE TITLE: Honors Laboratory Chemistry
● What factors affect the rate of a
reaction?
GUIDING QUESTIONS:
●
●
●
●
●
What are the factors that influence the
rate of reaction?
How does one determine the reaction
mechanism for simple reactions?
How does one determine a constant
expression for a system in
equilibrium?
How does Le Chatelier's Principle
explain the effects of changes in
concentration, pressure, and
temperature in an equilibrium system?
How are equilibrium constants and
concentrations of a reaction
calculated?
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
Some reactions have intermediate
steps.
Molecular collisions need the right
energy and orientation to react.
Reactions occur only if there is enough
energy.
In a transition state, molecules break
bonds and form new ones.
Several factors can influence reaction
rates.
Concentration and reaction rate are
related.
All reactions are reversible under
certain conditions.
Some reactions favor products, and
others reactants.
In equilibrium, the concentrations of
reactants and products remain
constant.
Equilibrium shifts to relieve stress on
the system.
B: STUDENTS WILL UNDERSTAND THAT:
●
●
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
● Planning and Carrying out
Investigations
● Analyzing and Interpreting Data
● Using Mathematics and
Computational Thinking
● Constructing Explanations (for
science) and Designing Solutions (for
engineering)
● Engaging in Argument from Evidence
● Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
The rate of a reaction is influenced by
several factors.
All reactions work towards
equilibrium.
C: STUDENTS WILL BE ABLE TO:
●
Illustrate and discuss a reversible
56
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
reaction.
Define reaction rate.
Discuss how change in concentration,
temperature, heterogeneous and
homogeneous catalyst, and inhibitors
affect a reaction rate.
Illustrate a reaction mechanism for
simple reactions.
Determine the rate determining step
for reaction mechanism.
Write a rate expression for simple
reactions.
Define chemical equilibrium.
Write equilibrium constants for a
system in equilibrium.
Discuss how a reaction shifts to adjust
to a change in concentration, pressure
and temperature to regain equilibrium.
Relate relative amounts of products
and reactants to equilibrium constant.
Calculate the equilibrium constants
and concentration of reactants or
products for a reaction.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
57
COURSE TITLE: Honors Laboratory Chemistry
● Inquiry based learning activities that promote collaboration and critical thinking.
● Lab completion/design to investigate and/or reinforce unit concepts.
GRADE(S): 10-12
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
UNIT NUMBER AND TITLE: Unit 11 Topics in Chemistry
BRIEF SUMMARY OF UNIT: This unit briefly explores several advanced topics. The organic chemistry section
describes carbon bonding as the key to the diversity of organic compounds and introduces structural formulas and
classes of organic compounds, it emphasizes properties and uses of each class. In the section of nuclear chemistry
the difference between fission and fusion is explained and their uses and potential uses as energy sources is
discussed. The area of biochemistry is addressed through the discussion of the properties and functions of
carbohydrates and lipids, amino acids and polypeptides and explains how amino acid side chains influence protein
structure and function.
SUGGESTED TIMELINE: 2 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties
58
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces
between particles
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the
reacting particles on the rate at which a reaction occurs
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
●
●
●
How are organic compounds important
to life?
How can nuclear chemistry be used for
societal gain?
Which biological macromolecules are
essential to life?
GUIDING QUESTIONS:
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL KNOW:
●
●
●
The uniqueness of carbon bonding
results in many organic compounds.
Structural formulas show the numbers,
types, and arrangement of the atoms in
a molecule.
Nuclear reactions affect the nucleus of
an atom.
STUDENTS WILL:
Answer the essential questions and develop critical
thinking skills by following NGSS Science and
Engineering Practices including
● Asking Questions (for science) and
Defining Problems (for engineering)
● Developing and Using Models
59
COURSE TITLE: Honors Laboratory Chemistry
●
●
●
●
●
●
●
●
Why does carbon form so many
compounds?
How are organic molecules classified
and named?
What are the properties of carbon
compounds?
How does a nucleus undergo
transmutation?
Why are carbohydrates important?
How are the structure and properties of
lipids related?
How are amino acids and proteins
related?
What function do enzymes have on
biological reactions?
●
●
●
●
●
●
●
●
●
●
●
●
●
Radioactive decay leads to more stable
nucleons.
Half-life is the time needed for one
half of an amount of radioactive nuclei
to decay.
Ionizing radiation can harm living
tissues.
Film and electronic methods can detect
radiation.
Radioactivity has surprising
applications.
Storage and disposal of nuclear waste
pose important concerns.
In fission, atoms split into nearly equal
parts.
Nuclei combine in nuclear fusion.
Carbohydrates contain carbon,
hydrogen, and oxygen atoms.
Lipids have a high percentage of
carbon and hydrogen atoms.
Amino acids contain an amino and an
acid group.
Proteins are made of 50 or more amino
acids.
Enzymes are biological catalysts.
●
●
●
●
●
●
GRADE(S): 10-12
Planning and Carrying out
Investigations
Analyzing and Interpreting Data
Using Mathematics and
Computational Thinking
Constructing Explanations (for
science) and Designing Solutions (for
engineering)
Engaging in Argument from Evidence
Obtaining, Evaluating, and
Communicating Information
Complete summative quizzes/tests on periodic
divisions of unit concepts
Develop an awareness of career pathways involving
math, science, and/or technology
Complete a chapter/unit project (where applicable)
B: STUDENTS WILL UNDERSTAND THAT:
●
●
Organic chemistry is the chemistry of
carbon compounds.
The nomenclature of organic
molecules is governed by the structure
of the molecule.
60
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
Nuclear radiation can be used in
society.
Biological macromolecules play a vital
role in life.
C: STUDENTS WILL BE ABLE TO:
●
●
●
●
●
●
●
●
●
●
Explain how the structure and bonding
of carbon lead to the diversity of
organic compounds.
Compare the use of molecular and
structural formulas to represent
organic compounds.
Distinguish between the structures of
alkanes, alkenes, alkynes, and
aromatic hydrocarbons.
Write structural formulas and names
for alkanes, alkenes, and alkynes.
Relate properties of different types of
hydrocarbons to their structures.
Explain why nuclear reactions occur,
and be able to balance a nuclear
equation.
Define and relate the terms radioactive
decay and nuclear radiation.
Describe the different types of
radioactive decay and their effects on
the nucleus.
Define the term half-life, and explain
how it relates to the stability of a
nucleus.
Compare the penetrating ability and
61
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
●
●
●
●
●
●
●
●
●
●
●
●
●
shielding requirements of alpha
particles, beta particles, and gamma
rays.
Describe three devices used in
radiation detection.
Discuss applications of radioactive
nuclides.
Define nuclear fission, chain reaction,
and nuclear fusion, and distinguish
among them.
Explain how a fission reaction is used
to generate power.
Discuss the possible benefits of fusion
reactions and the current difficulty of
controlling them.
Describe the structural characteristics
of simple and complex carbohydrates.
Explain the role of carbohydrates in
living systems.
Describe the structural characteristics
of lipid molecules.
Identify the functions of lipids in
living cells.
Describe the basic structure of amino
acids and the formation of
polypeptides.
Determine the significance of amino
acid side chains to the threedimensional structure and function of a
protein.
Describe the functions of proteins in
cells.
Identify the effects of enzymes on
62
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
biological molecules.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
●
●
●
●
●
●
●
●
●
Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slides, computer presentations, prepared notes).
Student completion of essential vocabulary activity.
Teacher/Student presentation and demonstration of scientific concepts.
Computer interactives and simulations to investigate and/or reinforce unit concepts
Discussion of scientific topics as they pertain to current world events
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Lab completion/design to investigate and/or reinforce unit concepts.
Resources
● Current textbook and ancillary materials
● Google Classroom Site
● Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
● PhET Interactive Simulations for Science and Math: https://phet.colorado.edu/en/simulations/category/chemistry
● POGIL Activities for High School Chemistry (Flinn Scientific): Process Oriented Guided Inquiry Learning: https://pogil.org/
● PBS Learning Media Interactive Activities: http://www.pbslearningmedia.org/
● Chemistry Simulations and Tutorials: http://www.simbucket.com
● Crash Course Chemistry https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
● Tyler DeWitt Chemistry https://www.youtube.com/channel/UCj3EXpr5v35g3peVWnVLoew
● Bozeman Science https://www.youtube.com/channel/UCEik-U3T6u6JA0XiHLbNbOw
● ACS Reactions: Chemistry for Life https://www.youtube.com/channel/UCdJ9oJ2GUF8Vmb-G63ldGWg
● American Chemical Society www.acs.org
63
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
64
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
Scope and Sequence Overview:
1
2
3
4
5
6
7
8
9
Unit 1
Unit 2
Unit 2
Unit 2
Unit 3
Unit 3
Unit 3
Unit 4
Unit 4
10
11
12
13
14
15
16
17
18
Unit 4
Unit 4
Unit 5
Unit 5
Unit 5
Unit 5
Unit 6
Unit 6
Unit 6
19
20
21
22
23
24
25
26
27
Unit 6
Unit 7
Unit 7
Unit 7
Unit 7
Unit 8
Unit 8
Unit 8
Unit 8
28
29
30
31
32
33
34
35
36
Unit 9
Unit 9
Unit 9
Unit 9
Unit 10
Unit 10
Unit 10
Unit 11
Unit 11
65
COURSE TITLE: Honors Laboratory Chemistry
GRADE(S): 10-12
66