Download Standard C-1: The student will demonstrate an understanding of

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).
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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.
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