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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: ● ● Why is safety important in science? Is chemistry present in everyday life? ● How is the scientific method used to solve scientific problems? ● ● How is scientific data interpreted in order to solve problems in chemistry? How is scientific data analyzed? GUIDING QUESTIONS: ● ● ● ● ● ● ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: GRADE(S): 10-12 ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING) A: STUDENTS WILL KNOW: ● ● ● 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. ● What are proper lab safety procedures? What is the proper use of lab equipment? ● 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 ● ● ● ● ● ● ● ● ● ● 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 3 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 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: ● ● ● ● 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: ● ● ● ● GUIDING QUESTIONS: ● ● ● ● ● ● ● ● ● ● ● ● 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) ● ● ● ● ● ● ● 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 ● ● ● ● ● ● 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 ● ● ● ● ● ● ● ● ● ● ● 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. 7 COURSE TITLE: Honors Laboratory Chemistry GRADE(S): 10-12 ● ● ● ● ● ● ● ● ● ● 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 8 COURSE TITLE: Honors Laboratory Chemistry GRADE(S): 10-12 increases. B:STUDENTS WILL UNDERSTAND THAT: ● ● ● ● 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: ● ● ● ● ● ● ● ● 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. 9 COURSE TITLE: Honors Laboratory Chemistry GRADE(S): 10-12 ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● 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. 10 COURSE TITLE: Honors Laboratory Chemistry GRADE(S): 10-12 ● ● ● ● ● 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: ● ● ● ● ● ● ● ● ● 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: ● ● ● ● 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: ● ● ● ● ● ● ● ● ● ● ● 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: ● 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. ● ● ● ● ● ● ● 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: ● ● How are the electrons arranged? How are the properties of an element determined by its electron arrangement? GUIDING QUESTIONS: ● ● ● ● ● ● ● ● 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: ● ● ● ● ● ● ● ● ● ● ● 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