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CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 1 – Matter and Change Topic Time (days) 4 Ch. 2 – Measurements and Calculations 4 Standards Topics C-2.2 C-2.3 C-5.1 C-5.2 C-6.11 chemistry, mass, matter, atoms, elements, compounds, physical properties, chemical properties, physical changes, chemical changes, states of matter, chemical reactions, group, family, metal, nonmetal, metalloid C-5.6 scientific method, quantity, SI, weight, derived units, density, volume, mass, conversion factor, dimensional analysis, accuracy, precision, percentage error, significant figures, scientific notation Learning Objectives Assessment TLWBAT - define chemistry - recall the three states of matter, their general properties, and the methods for there interconversion - understand and recall definitions of physical and chemical change - know the difference between elements, mixtures, and compounds including the difference between heterogeneous and homogeneous mixtures TLWBAT - understand the process and stages of scientific problem solving - understand and be able to use scientific notation - recall and use SI units and prefixes - convert between units - understand the concept of derived units and use relationships relating to density - understand the difference between, and be able to apply, the concepts of accuracy and precision - learn, and be able to apply the formula for percentage error Lab: Basic Laboratory Techniques – In this lab, students will review basic laboratory techniques, review safety procedures associated with certain equipment, and conduct a simple quantitative experiment. 1 Lab: The Egg Lab – Students will review the use of significant figures and density through a problem based lab. Students must design their own procedure to answer the question, “Is the density of a whole chicken egg equal to the arithmetic mean of its parts – the yolk, the white, and the shell?” Lab: Measurement – Students will perform basic measures using scientific equipment. While conducting this lab, students will focus on significant figures and unit conversions. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP C-2.2 C-2.5 C-3.3 C-4.4 C-5.1 C-5.9 law of conservation of mass, atom, nuclear force, atomic number, atomic mass, isotope, mass number, nuclide, atomic mass unit, average atomic mass, mole Avogadro’s number, molar mass 4 C-3.2 C-4.4 monatomic ions, binary compounds, nomenclature, oxidation number, oxidation state, formula mass, percentage composition, empirical formula, molecular formula Ch. 7 – Chemical Formulas and Chemical Compounds Ch. 3 – Atoms: The Building Blocks of Matter 5 TLWBAT - Recall a very brief history of Atomic Theory - Know and understand the five main aspects of Dalton's Atomic Theory - Recall some of the experiments that led to the identification of sub-atomic particles - Know the three particles that make up the atom and their relative charges, masses and positions in the atom - Be able to use the Atomic # and Mass # of an isotope to calculate the numbers of protons, neutrons and electrons present - Know what the term isotope means and be able to perform simple calculations relating to isotopic data TLWBAT - Learn the lists of common anions and cations (including polyatomic ions) studied in TOPIC 2 - Know how to combine those anions and cations in the correct proportions to form ionic compounds with no net charge - Be able to name binary ionic compounds of a metal and a nonmetal - Be able to name binary molecular compounds of two non-metals - Be able to name simple binary acids - Be able to name ionic compounds containing polyatomic anions - Be able to name oxyacids and compounds containing oxyanions - Be able to name hydrated salts 2 Lab: Synthesis and Analysis of Alum (Vonderbrink) – The compound Alum is synthesized from aluminum foil, potassium hydroxide solution, and sulfuric acid. The crystals are dried, their mass measured, and the percentage yield calculated. The crystals are then analyzed through melting point, the ratio of mole of water to moles of anhydrous potassium aluminum sulfate, and the amount of sulfate contained in the compound. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 8 – Chemical Equations and Reactions 5 C-4.1 C-4.2 C-4.3 chemical equation, precipitate, coefficient, synthesis reaction, decomposition reaction, single replacement reaction, double replacement reaction, electrolysis, combustion reaction, activity series TLWBAT - Be able to write chemical equations in words - Be able to write chemical equations using chemical formulae and chemical symbols (this requires knowledge, and correct use of, chemical nomenclature) - Understand, and be able to use, state symbols as part of chemical equation writing - Be able to balance chemical equations - Understand why balancing chemical equations is important - Understand the difference between, and be able to write, full, ionic and net ionic equations - Learn and be able to apply solubility rules - Understand and be able to recognize the different types of REDOX reaction. Namely synthesis (combination), decomposition, combustion, single and double displacement (replacement) including metal displacement, hydrogen displacement from water and acids and halogen displacement - Learn and be able to use the reactivity series as a tool for predicting displacement reactions 3 Lab: Qualitative Analysis of Cation and Anions (Vonderbrink) – Students are familiarized with analytical procedures and the chemical reactions of the ions involved. A procedure is used in which the ions are separated from one another, and a confirmatory test is done to verify the presence of each ion. Students are then given an unknown solution, which may contain some combination of the ions to identify. The reactions studied include precipitation, dissolution of precipitates, formation of complex ions, and oxidationreduction. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 9 – Stoichiometry 6 C-4.4 C-4.5 C-5.9 composition stoichiometry, reaction stoichiometry, mole ratio, limiting reactant, excess reactant, theoretical yield, actual yield, percentage yield TLWBAT - Understand the concept of percentage by mass - Be able to calculate empirical formulae from percentage by mass data - Be able to convert empirical formulae to molecular formulae by using Molar Mass data - Understand and be able to apply the concept of the mole in chemical calculations (including the application of Avogadro's number) - Be able to use combustion data to calculate empirical formulae of compounds - Understand the importance of, and be able to apply, the concept of stoichiometric coefficients relating to reacting ratios - Know how to calculate the number of moles of a solid substance present in a reaction from data - Be able to calculate the formula of hydrate salts from experimental data - Understand, and be able to apply, the concept of limiting reactants - Understand, and be able to apply, the concept of percentage yield 4 Lab: Finding the Ratio of Moles of Reactants in a Chemical Reaction (Vonderbrink) – To find the coefficient for two chemical reactants that appear in balanced chemical equations. The students do not know that the products of the reaction. The method used is the continuous variations method. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 4 – Arrangement of Electrons in Atoms 4 C-2.1 C-2.2 electromagnetic radiation, atomic spectrum of hydrogen, Bohr model, quantum mechanical model TLWBAT - Understand the Bohr model of the atom - Appreciate that the electron can be considered to have wave like properties as well as particle type properties - Understand the concept of electrons in shells and the use of quantum numbers - Understand the use of the terms s, p, d and f and their use in orbital notation - Recall and understand the rules for filling orbitals and determining electronic configuration, including the Pauli exclusion principle, Hund's rule of maximum multiplicity and notable exceptions - Be able to construct the electronic configuration of the elements using the s, p and d and f notation - Be able to construct the electronic configuration of the elements using the noble gas core and s, p, d and f notation - Be able to construct the electronic configuration of simple ions (including d block ions) - Recall the shapes of the s, p and d orbitals - Recall that orbitals are electron probability maps - Be able to describe electronic configurations using the electrons in boxes notation - Recall the meanings of the terms paramagnetic, diamagnetic and isoelectronic 5 CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 5 – The Periodic Law 4 C-2.1 C-2.2 C-2.3 periodic table, periodic trends TLWBAT - Understand that regular, repeatable patterns occur across periods and within groups on the periodic table - Recall and understand that the noble gases have full outer shells that represent stable electronic configurations - Recall the definition of ionization energy - Recall the definition of electron affinity - Recall and understand the variation in ionization energy and electron affinity when moving about the periodic table - Be able to predict the group an element is in from ionization energy data - Understand and be able to apply the terms diamagnetic and paramagnetic - Recall how and why atomic and ionic size vary when moving about the periodic table - Understand how many physical properties change gradually when moving about the periodic table 6 Lab: Activity Series (Vonderbrink) – An activity series for five metals and three halogens is derived. Students should see how activity relates to the periodic table and to reaction predictions. Activity – Mendeleev’s Periodic Table – Students will recreate Mendeleev’s original periodic table using the properties of elements given to guide them. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 6 – Chemical Bonding 5 C-3.1 C-3.3 C-3.4 C-3.8 C-4.4 C-5.1 electronegativity, bond polarity, ions, ionic compounds, covalent bonds, Lewis structures, resonance, VSEPR, hybridization, spectrometry and spectroscopy, bond energies, PES TLWBAT Understand that when forming chemical bonds atoms are attempting to form more stable electronic configurations Understand the essential difference between intra and inter bonding Understand the concept of ionic bonding and the nature of the ionic bond Understand the concept of covalent bonding and nature of the covalent bond Be able to draw Lewis structures Understand the concept of resonance related to Lewis structures Understand the concept of formal charge related to Lewis structures Be able to predict the shape of, and bond angles in, simple molecules and ions using VSEPR theory Understand the concept of the dative (coordinate) bond related to Lewis structures Understand that ionic bonding and covalent bonding are at two ends of a sliding scale of bond type Understand the concept of electronegativity Understand that polarization caused by small highly charged cations leads to ionic compounds exhibiting some covalent character Understand that differences in electronegativity in covalent molecules causes dipoles and some ionic character in covalent compounds Understand when molecules exhibit polarity Be able to predict the shapes of simple molecules and ions using Lewis structures Understand the occurrence, relative strength and nature of dipole-dipole interactions, London dispersion forces and hydrogen bonds Understand how solid structure influences properties Understand the nature of liquids Understand the nature of sigma and pi bonds Understand and be able to identify different types of orbital hybridization 7 Activity – VSEPR Bingo – Students will play “bingo” in order to review the topics of the unit. Lab: Molecular Model – Students will use drawings of Lewis structures to create VSEPR models of various compounds from gumdrops and toothpicks. Using the drawings and models, students will predict bond angles, polarity, and hybridization CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 11 – Gases 8 C-5.2 C-5.3 C-5.4 C-5.6 C-5.7 characteristics of gases, pressure, gas laws, ideal gas equation and gas stoichiometry, partial pressure, Kinetic Molecular theory, Graham’s law, real gases TLWBAT - Be able to convert between different units of pressure - Be able to convert between different units of temperature - Recall and be able to use Boyle's law in calculations - Recall and be able to use Charles' law in calculations - Recall and be able to use GayLussac's law in calculations - Recall and be able to use Avogadro's law in calculations - Recall and be able to use the Combined gas law and the General gas law in calculations - Recall and be able to use the Ideal gas law in calculations - Recall and be able to use Dalton's law of partial pressures in calculations - Recall the conditions that are used as standard in calculations - Be able to use molar gas volume in calculations - Understand the Kinetic theory as applied to gases - Understand the terms effusion and diffusion and be able to perform calculations relating to those concepts 8 Lab: Molecular Mass of a Volatile Liquid (Vonderbrink) – Students determine the molecular mass of an unknown volatile liquid. Students will find the molecular mass using the ideal gas law. Lab: Determining the Molar Volume of a Gas (Vonderbrink) – Students will determine the volume of one mole of hydrogen gas at STP. The volume of hydrogen is collected through water displacement. Lab: Decomposition of KClO3 – The students will determine the mass (mole) of oxygen produced during the decomposition of potassium chlorate. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 10 – States of Matter Ch. 12 – Solutions 6 C-4.3 C-4.9 C-5.1 C-5.5 C-5.6 C-6.1 C-6.2 C-6.4 C-6.10 C-6.11 C-6.13 molarity, solution dilution, intermolecular forces, molecular and ionic solids, metal alloys, metallic solids, Coulomb’s law, vapor pressure, phase diagrams, solution composition, energies of solution formation, factors affecting solubility, vapor pressure of solution, solid vs. liquid, vs. gas TLWBAT - Be able to perform calculations relating to molarity - Be able to perform calculations relating to dilution - Understand that a reaction in aqueous solution is one that is carried out in water - Understand the terms electrolyte, weak electrolyte and nonelectrolyte and be able to predict which compounds fall into which category - Be able to calculate the individual ion concentrations when ionic compounds are dissolved in water - Understand the concept of vapor pressure - Be able to relate changes (both quantitative and qualitative) in vapor pressure to addition of nonvolatile solutes to solvents (Raoult's Law) - Understand and recall Raoult's Law in terms of ideal solutions of two volatile components AND deviations from ideal behavior - Be able to recall and use equations relating to quantitative treatments of Boiling Point Elevation, Freezing Point Depression, Osmotic Pressure and the van't Hoff factor - Understand and be able to interpret phase diagrams - Understand and be able to interpret heating and cooling curves 9 Lab – Sticky Questions: How do you separate Molecules that are Attracted to One Another? CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 16 – Reaction Energy 8 C-4.3 C-4.10 C-5.5 energy, enthalpy, calorimetry, Hess’s law, standard enthalpy of formation, spontaneous process, entropy, second law of thermodynamics, free energy, entropy change with chemical reactions, free energy and pressure, free energy and work, free energy and equilibrium TLWBAT - Learn definitions that describe the systems studied in thermochemistry - Understand, be able to quote a definition and write suitable equations for standard enthalpy of formation - Understand, be able to quote a definition and write suitable equations for standard enthalpy of combustion - Understand and be able to use a Hess's law cycle or algebraic methods to calculate a given enthalpy change - Understand and be able to use in calculations, average bond energy terms - Understand the meaning of the terms exothermic and endothermic - Understand and be able to apply the concept of entropy both in descriptive and calculation contexts - Understand and be able to apply the concept of Gibbs free energy both in descriptive and calculation contexts - Understand and be able to apply the energetics of the ionic bond as described by the Born-Haber cycle and associated calculations - Understand the role of charge density in determining some physical properties of ionic compounds 10 Lab: Thermodynamics and Hess’ Law (Vonderbrink) – Three different combinations of acids and bases are mixed in a coffee cup calorimeter. Temperature change is measured and enthalpy is calculated. The reactions are chosen so that subtracting the chemical equation for the second reaction from the first reaction will give the chemical equation for the third reaction thereby providing Hess’s Law. Activity – Free Energy – Students will be given several sets of data. From the data, students will determine if the reaction was thermodynamically favored and predict the signs of enthalpy, entropy, and free energy. Lab: The Hand Warmer Design Challenge: Where Does the Heat Come From? Lab: Thermodynamics of Solubility – Students will calculate several thermodynamic variables (H, S, G) for a simple dissolution reaction. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 17 – Reaction Kinetics 7 C-4.3 C-4.6 C-4.10 reaction rates, rate law including the Integrated Rate Law, reaction mechanisms, catalysts, models of chemical kinetics TLWBAT - Be able to recall AND understand Collision Theory - Be able to recall AND understand how temperature, concentration, surface area and catalysts affect a rate of reaction - Understand AND be able to interpret a Maxwell-Boltzmann distribution plot - Understand AND be able to interpret an energy profile plot - Be able to deduce orders, rate equations and rate constants (including units) from initial rate data - Understand the link between the rate determining (slow step) in a reaction mechanism and the rate equation - Understand AND be able to interpret graphical data relating to rates 11 Lab: Study of Kinetics of a Reaction (Vonderbrink) – This experiment uses a microscale technique to determine the total rate law for the oxidation of iodide ions by bromate ion in the presence of an acid. The order of each reaction is found and a rate constant is calculated. The activation energy is also found by repeating the experiment and the change in reaction rate is observed. Activity – Given a set of data, students must determine the order of reaction for each data set. After the orders of reaction are determined, students will then determine the rate constant, k, for the reaction at that temperature. Given sets of data for the same reaction at different temperatures, students will find the k value at each temperature and draw conclusions as to how temperature affects the rate constant value. Lab: How Long will that Marble Statue Last? CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 18 – Chemical Equilibrium 7 C-4.7 C-4.9 equilibrium and reaction reversibility, equilibrium constants, equilibrium and pressure, ICE box problems, Le Chatelier’s principle, solubility equilibrium, Ksp TLWBAT - Understand the concept of dynamic equilibrium - Be able to write an expression in terms of concentrations for the equilibrium constant Kc given a chemical equation - Understand that equilibria take a finite time to be achieved - Be able to calculate values for Kc and associated data from initial concentrations - Be able to write an expression in terms of partial pressures for the equilibrium constant Kp given a chemical equation - Be able to calculate values for Kp and associated data from pressure data - Recall and understand Le Chatelier's Principle - Understand the application of Le Chatelier's Principle and be able to predict the shift in position of equilibria and optimum conditions in reactions - Understand and be able to apply the relationship of Kc to Kp, the different formats of Kc (reciprocals and roots) and the relationships in simultaneous equilibria - Understand and be able to apply to calculations, the concept of solubility product - Understand and be able to apply to calculations, the concept of common ion effect 12 Lab: Equilibrium and Le Chatelier’s Principle (Vonderbrink) – Several equilibrium systems are set up. Different stresses are then applied to each of the systems. Le Chatelier’s principle is used to predict the effect of the stresses. Activity: Le Chatelier’s Simulation – As a class, students will demonstrate shifting equilibrium by “reacting” different colored pop beads in a bucket. Student groups will represent forward and reverse reactions. Data will be placed in Excel to graph the reaction’s progression toward equilibrium. When equilibrium is reached, more pop beads of a specific color will be added to demonstrate how an increase in concentration can shift the equation towards the products or reactants. Lab: Determination of the Equilibrium Constant for the Formation of FeSCN + (Vonderbrink) – The equilibrium constant for the formation of the thiocyanate iron (III) complex ion is determined. Absorbance of a standard series of solutions is measured using a spectrophotometer. A calibration curve (Beer’s Law) is constructed relating the absorbance to their concentrations. Stoichiometry is also used to determine the concentration of various species in solution. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP C-4.1 C-4.2 C-4.4 C-6.4 C-6.5 C-6.6 C-6.7 C-6.8 C-6.9 C-6.12 C-6.14 TLWBAT Recall that an acid is a hydrogen ion donor Recall that a base is a hydrogen ion acceptor Understand how the degree of ionization/dissociation determines the strength of an acid and a base Understand that in a neutralization reaction an acid and base react to form a salt and water Recall and understand the technique of titration Be able to recall the Bronsted Lowry, Arrhenius and Lewis definitions of an acids and bases Be able to identify acid base conjugate pairs Recall the difference between strong and weak acids in terms of ionization Be able to calculate pH of strong acids and strong bases Be able to calculate pH of weak acids and weak bases using Ka and Kb Recall a definition of Kw, the ionic product of water Recall the definition of a buffer Understand and how a buffer works Be able to identify and calculate the pH of a buffer solution Understand the techniques and procedures associated with titrations Be able to sketch titration curves and be able to suggest a suitable indicator for a particular titration Understand the hydrolysis of salts and the effect this has on pH Understand the meaning of the term 'equivalence point' Understand how indicators work types of acids and bases, acid and base strength, pH calculations, acid-base salts, ICE box problems, common ion effect, buffers, titrations and pH curves, indicators Ch. 14 – Acids and Bases Ch. 15 – Acid-Base Titration and pH 10 The following topics will be covered if time allows. 13 Lab: Determination of the Dissociation Constant of Weak Acids (Vonderbrink) – The experiment provides a way to determine the acid dissociation constant (Ka) of a weak acid. A small amount of unknown acid is dissolved in water. A half of the solution is then poured in a different container where it is neutralized with NaOH. The solution is then poured back into the acid solution and the pH is measured using a pH meter. The pH is the pKa of the weak acid based because the solution is half way to the equivalence point. Lab: Determination of the Equivalent Mass and pKa of an Unknown Acid (Vonderbrink) – A solution NaOH is prepared and standardized by titration against a primary standard, KHP, to a phenolphthalein end point. An unknown acid is weighed out, and its equivalent mass is determined from its titration by the standardized NaOH. Lastly, the unknown acid is titrated using a pH meter. A titration curve is made and the acid is determined to be either monoprotic or diprotic. Lab: Acid Base Identification Challenge – Students are given 100 mL of 1.0 M, 0.5 M, 0.1 M NaOH and 1.0 M, 0.5 M, 0.1 M HCl in beakers identified as A-F. The HCl solutions have phenolphthalein added to them. Students must develop their own procedure to determine the identity of each of the unknown solutions. Students must explain qualitatively and quantitatively how they reached their conclusions. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 20 – Electrochemistry 8 C-4.8 galvanic cells, standard reduction potential, cell potential and free energy, concentration and cell potential, batteries, corrosion, electrolysis, review of redox reactions TLWBAT - Recall the definition of oxidation and reduction in terms of electrons - Understand and recall the definition of standard electrode potential - Understand and recall how to construct a cell diagram (line notation) and draw a diagram (picture) of the apparatus needed - Recall the conditions that standard electrode potentials are measured under - Understand the nature and purpose of a salt bridge - Be able to predict the likelihood or otherwise of chemical reactions using standard electrode potentials and understand how those predictions may not prove to be accurate - Understand and use the Nernst equation - Understand the relationship between Gibbs free energy, equilibrium constants and Ecell, and be able to perform related calculations - Understand electrolysis and be able to perform quantitative calculations relating to it 14 Lab: Electrochemical Cells (Vonderbrink) – A microscale series of half-cells is constructed in a well plate. Salt bridges of KNO3 soaked filter paper are made. A zinc half-cell is chose as the reference standard, and all potentials are measured with respect to it. A table listing reduction potentials is made where the metal ions are listed in decreasing order of ease of reduction. Secondly, applications of the Nernst equation are explored including effects of concentration change. Lab: Electrolysis (Vonderbrink) – Students will create an electrolytic cell. They will measure the anode and cathode before and after the electrolysis. From the data, the value of a Faraday will be confirmed. CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Ch. 21 – Nuclear Chemistry 8 C-2.4 C-2.5 C-2.6 C-2.7 C-2.8 nuclear stability and radioactive decay, halflife review, nuclear transformation, fission and fusion TLWBAT - Understand the phenomenon of radioactivity and the properties of radioactive particles - Be able to write nuclear equations - Understand the concept of half-life and be able to perform calculations related to it - Recall some uses of radioactivity - Understand the term mass deficit - Be able to use neutron:proton ratio to make predictions about stability - Understand the terms nuclear fission and fusion - Understand, that in very general terms, radioactivity involves the rearrangement of the nucleus and chemical reactions involve the rearrangement of electrons 15 CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP SOUTH CAROLINA CHEMISTRY STANDARDS Scientific Inquiry Standard C-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. - C-1.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. - C-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. - C-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. - C-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. - C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology. - C-1.6 Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are. - C-1.7 Evaluate a technological design or product on the basis of designated criteria. - C-1.8 Use appropriate safety procedures when conducting investigations. Atomic Structure Standard C-2: Student will demonstrate an understanding of atomic structure and nuclear processes. - C-2.1 Illustrate electron configurations by using orbital notation for representative elements. - C-2.2 Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size). - C-2.3 Summarize the periodic table’s property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity). - C-2.4 Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released). - C-2.5 Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus. - C-2.6 Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal. Structure and Classification of Matter Standard C-3: The student will demonstrate an understanding of the structures and classifications of chemical compounds. - C-3.1 Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers. - C-3.2 Interpret the names and formulas for ionic and covalent compounds. - C-3.3 Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape). - C-3.4 Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures. - C-3.5 Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings). 16 CLINTON HIGH SCHOOL CHEMISTRY I HONORS CURRICULUM MAP Chemical Reactions Standard C-4: The student will demonstrate an understanding of the types, the cause, and the effects of chemical reactions. - C-4.1 Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions. - C-4.2 Predict the products of acid-base neutralization and combustion reactions. - C-4.3 Analyze the energy changes (endothermic or exothermic) associated with chemical reactions. - C-4.4 Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships. - C-4.5 Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions. - C-4.6 Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates. Phases of Matter Standard C-5: The student will demonstrate an understanding of the structure and behavior of the different phases of matter. - C-5.1 Explain the effects of the intermolecular forces on the different phases of matter. - C-5.2 Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model. - C-5.3 Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles’s law, Boyle’s law, and the combined gas law). - C-5.4 Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure). - C-5.6 Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction. - C-5.7 Apply the ideal gas law (pV = nRT) to solve problems. - C-5.8 Analyze a product for purity by following the appropriate assay procedures. Properties of Solutions Standard C-6: The student will demonstrate an understanding of the nature and properties of various types of chemical solutions. - C-6.1 Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility. - C-6.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances). - C-6.3 Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses). - C-6.4 Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass). - C-6.5 Summarize the properties of salts, acids, and bases. - C-6.6 Distinguish between strong and weak common acids and bases. - C-6.7 Represent common acids and bases by their names and formulas. - C-6.10 Interpret solubility curves to determine saturation at different temperatures. - C-6.11 Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge). - C-6.12 Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution. - C-6.13 Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution. 17