Download Chapter 1 (Matter and Measurement) Objectives

WHAT COULD BE ON THE FIRST SEMESTER HONORS CHEMISTRY FINAL
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Chapter 1 (Matter and Change) Objectives
Able To:
Recall a definition of chemistry
Recall the three states of matter and their general properties
Recall the processes for converting between the three different states of matter
Know the difference between physical properties and chemical properties
Understand and recall definitions for physical and chemical change
Know the difference between intensive and extensive properties
know the difference between quantitative (e.g. temperature) and qualitative (e.g. color).
Know the difference between elements, mixtures and compounds including the difference between heterogeneous and
homogeneous mixtures
Use the Periodic Table to:
o Know the approximate locations of metals, non-metals and metalloids on the periodic table
o
identify the atomic number, atomic mass, group and period of an element
o know the names and characteristics of Groups IA, IIA, VIIA, VIIIA
Chapter 2 (Measurements and Calculationss) Objectives
Able To:
explain the scientific method and how it can lead to the formation of theories and laws.
Understand the process and stages of scientific (logical) problem solving
Know the difference between hypothesis, theory, and model
Know the usefulness and limitations of using models
Understand and be able to use scientific notation (standard form)
Recall and use some SI units
Know the metric prefixes
Know the difference between mass and weight and how each are measured
Convert between units using conversion factors
Learn, and be able to use the formula for density
Use factor-label method (dimensional analysis) to solve problems
Know the difference between an equivalence and a conversion factor
Understand the differences between, and be able to apply, the concepts of accuracy and precision
Calculate percent error from given data
Recall, and be able to use the rules for determining significant figures and rounding off
Apply the rules of significant figures to mathematical calculations(addition,subtraction,multiplication,division)
Convert between decimal and scientific notation
Perform mathematical calculations in scientific notation
Know the difference between direct and inverse proportions and what the graphs would look like
Graph data , estimate the best fit line, label axis (variable and units)
Chapter 3 (Atoms: The Building Blocks of Matter) and Ch21 (Nuclear) Objectives
Able To:
Recall a very brief history of Atomic Theory ( Democritus, Dalton, Thomson, Rutherford)
Know and understand the five main aspects of Dalton's Atomic Theory
You should also know how the theory has been altered by further discoveries. Hint: isotopes!
You should be able to explain the following laws:
a)Law of Conservation of Mass
b) Law of Definite Proportions
c)Law of Constant Composition
Recall some of the experiments that led to the identification of sub-atomic particles
o Rutherford’s Gold Foil Experiment
o JJ Thompson’s Cathode Ray Tube Experiment
o Milliken’s
Oil Drop Experiment
Know the three particles that make up the atom and their relative charges, masses and positions in the atom
Recall that Nuclear Forces holding the nucleus together are much stronger than electrostatic forces of attraction and
repulsion
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Use the Atomic # (Z)and Mass # (A)of an isotope to calculate the numbers of protons, neutrons, and electrons present
and complete symbol for an element
Know what the term isotope means and be able to perform calculations relating average atomic mass to isotope
abundance
Identify the element, state the number of protons and neutrons in the nucleus, the total number of electrons in the
atom, and the charge on an ion when given the symbol for an isotope,
define a mole (mol) and know the value of Avogadro’s number.
calculate the molar mass (g/mol) of an element
convert between grams, moles and number of atoms for an element
Ch21
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Be able to use neutron:proton ratio to make predictions about stability(belt of stability)
Understand the phenomenon of radioactivity and the properties of radioactive particles
Know the three most common forms of radioactive decay (alpha, beta, and gamma) and know how the nucleus changes in
each type of decay.
Know protons and neutrons have substructures and consist of particles called quarks.
Be able to write nuclear equations
Understand the term mass deficit
Know protons and neutrons in the nucleus are held together by nuclear forces that overcome the electromagnetic
repulsion between the protons.
Understand the concept of half-life and be able to perform calculations related to it
Know how to calculate the amount of a radioactive substance remaining after an integral number of half lives have
passed.
Recall some uses of radioactivity
Know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different
penetrations.
Know the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical
reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.
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
Know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions.
Know that how man-made elements are created.
Chapter 4 (Arrangement of Electrons in Atoms) Objectives
Be Able To:
 Identify some common electromagnetic radiation such as X-ray, ultraviolet, visible, infrared, microwave, and radiowave
and the order and relative energies of the visible spectrum
 Be Able To explain and use equations that relate the energy, frequency, speed and wavelength of waves including :
o c = νλ (c = 3.00 x 108 m/sec)
E = hν (h = 6.63 x 10-34 J-sec)
E = hc/λ
 Explain Einstein’s photoelectric effect and what it proves.
 Understand the dual nature of the electron (wave and particle) and understand the concepts that go with these ideas:
 Understand how an electron changing energy level results in absorption or emission of energy, and remember that each
element has unique absorption and emission spectra.
 Differentiate between an adsorption and emission spectra
 Understand qualitatively how the magnitude of E is related to absorption and emission spectra.
 Explain the Bohr model of the atom and what it proved
 Describe how the wave properties of electrons are explained by
o DeBroglie equation
o Schrödinger’s wave equation
o Heisenberg uncertainty principle
 Be Able To explain what is meant by probability density and how it relates to orbital shapes.
 Be Able To identify the shapes of s, p, d and f and their use in orbital notation
 Be Able To show how many electrons can go into each orbital type and how many orbitals of each type are present in a
main energy level and subshells.
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Be Able To recall and use the rules for filling orbitals (Aufbau, Pauli and Hund) 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)
Be Able To identify the shapes of the s, p , d and f orbitals
Be Able To explain how orbitals are electron probability maps
Be able to describe electronic configurations using the electrons in boxes notation
Chapter 5 (The Periodic Law) Objectives
Able To:
Explain the roles of Mendeleev and Moseley in the development of the periodic table
Know what are meant by the terms, "group" and "period", when applied to the periodic table
Be able to recall the group names of groups 1A, 2A, 7A and 8A
Understand that regular, repeatable patterns occur in the periodic table
Appreciate that these patterns sometimes have notable exceptions
Explain how the periodic law can be used to predict physical and chemical properties of elements
Recall and understand that the noble gases have full outer shells that represent stable electronic configurations
Recall how, and understand why, group 1A, 2A, 6A and 7A elements achieve pseudo noble gas electronic configurations
Locate and identify the four blocks of the periodic table.
Know the definition of atomic radius
Know the periodic trend for atomic radii and use this trend to make predictions
Explain the concept of "effective nuclear charge (Zeff)" and explain periodic trends in terms of effective nuclear
charge and distance of electrons from the nucleus. Hint: lower the Zeff, larger the size
Recall the definition of ionization energy
Recall the definition of electron affinity
Understand the trends 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
Know how ions are formed
Know the difference between cation and anion
Determine the number of valence electrons from the position on the periodic table
Know the definition of electronegativity and use periodic trends to predict relative electronegativities
predict the charges of most monoatomic ions from the Periodic Table, excluding the transition metals.
You should be able to recognize an isoelectronic series and order an isoelectronic series based on size. (Hint:
isoelectronic means same # of electrons)
O2-
F-
Ne
Na+
Mg2+
# protons
8
9
10
11
12
# electrons
10
10
10
10
10
Chapter 6 (Chemical Bonding) Objectives
Be Able To:
You should be able to explain the differences between ionic and covalent bonds. Hint: metal + nonmetal = ionic,
nonmetal + nonmetal = covalent
Understand the concept of ionic bonding and the nature of the ionic bond
Understand the concept of covalent bonding and the nature of the covalent bond
Use electronegativity differences to determine whether ionic, polar-covalent, or covalent bond
You should be able to give relative bond length with bond strength.
Differentiate the properties of compounds with ionic, covalent, or metallic bonds
Explain how potential energy changes as distances between atoms change to form a covalent bond
Be able to use electronegativity difference to classify the type of bond between two atoms.
Understand that ionic bonding and covalent bonding are at two ends of a sliding scale of bond type
Draw electron-dot diagrams for elements showing valence electrons
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Use the octet rule to determine the number of elements and bonds needed to complete a molecule
Explain how to determine whether a molecule needs single, double, or triple bonds.
Draw Lewis dot and Lewis structure diagrams of molecules including resonance structures
Understand the concept of the co-ordinate bond related to Lewis structures
Understand that ionic solids are held together in a lattice by electrostatic forces between the ions.
Know that polyatomic ions are ions made up of covalently bonded atoms
Know that metals exist as cations surrounded by a “sea of electrons” resulting in metallic bonding between
metal atoms
Explain why metals are metals are good electrical conductors
Explain why metal surfaces are shiny
Explain why metals are malleable and ductile and ionic compounds are not.
Know physical properties that can be used to determine the difference between ionic, covalent and metallic
bonds
Using VSEPR, you should be able to predict the electron group geometry, molecular geometry (shape), bond
angles, and polarity of a molecule.
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 under what circumstances molecules exhibit polarity
Predict the shapes of simple molecules and ions using Lewis structures
Understand the concept of hybridization and be able to determine the hybridization from the shape
Understand the occurrence and nature and relative strength of dipole-dipole interactions, London dispersion
forces and hydrogen bonds
Know how intermolecular forces effect physical properties like boiling point and surface tension
Know the difference between adhesive forces and cohesive forces and how that effect the meniscus of a liquid
Understand the occurence and nature and relative strength of dipole-dipole interactions, London dispersion
forces and hydrogen bonds and how these intermolecular attractions effect melting and boiling point.
Chapter 7 (Chemical Formulas and Chemical Compounds) Objectives
Be Able To:
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Know what the subscripts in a formula represent and how to put together a formula for a compound
Understand the meaning of the terms Molecule and Ion
predict the charges of most monoatomic ions from the Periodic Table, excluding the transition metals.
Identify whether compounds are ionic (metal + nonmetal) or molecular (nonmetal + nonmetal).
Recall from memory the lists of common anions and cations (including polyatomic ions)
Combine those anions and cations in the correct proportions to form ionic compounds with no net charge
Name binary ionic compounds of a metal and a non-metal
Name binary molecular compounds of two non-metals
Name simple binary acids
Name ionic compounds containing polyatomic anions
Know the Stock system of naming cations with multiple valences
Name oxoacids and compounds containing oxoanions
Name hydrated salts
Understand Oxidation Number concept
Recall from memory the rules for assigning oxidation numbers
Calculate oxidation numbers for each element in a compound.
calculate the molar mass (g/mol) of an compound from its formula.
convert between grams, moles and number of molecules for a compound.
calculate the % composition (by mass) of any element in a compound.
calculate empirical formulae from percentage by mass data
calculate the molecular formula from the molar mass of the compound and its empirical formula.
 calculate the formulae of hydrated salts from experimental data
The following California State Standards for Chemistry are met by the objectives above:
1. The periodic table displays the elements in increasing atomic number and shows how periodicity of the
physical and chemical properties of the elements relates to atomic structure. As a basis for understanding
this concept:
a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic
mass.
b. Students know how to use the periodic table to identify metals, semimetals, non-metals, and halogens.
c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition
metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number of electrons available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass.
f. *Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements
and know that the transuranium elements were synthesized and identified in laboratory experiments through
the use of nuclear accelerators.
g. *Students know how to relate the position of an element in the periodic table to its quantum electron
configuration and to its reactivity with other elements in the table.
h. *Students know the experimental basis for Thomson’s discovery of the electron, Rutherford’s nuclear atom,
Millikan’s oil drop experiment, and Einstein’s explanation of the photoelectric effect.
i. Students know the experimental basis for the development of the quantum theory of atomic structure and the
historical importance of the Bohr model of the atom.
j. Students know that spectral lines are the result of transitions of electrons between energy levels and that
these lines correspond to photons with a frequency related to the energy spacing between levels by using
Planck’s relationship (E = hv).
2. Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from
electrostatic forces between electrons and protons and between atoms and molecules. As a basis for
understanding this concept:
a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or
by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2 and
many large biological molecules are covalent.
c. Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together
by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random pattern relative to one another because
the intermolecular forces are too weak to hold the atoms or molecules in a solid form.
e. Students know how to draw Lewis dot structures.
f. *Students know how to predict the shape of simple molecules and their polarity from Lewis dot structures.
g. *Students know how electronegativity and ionization energy relate to bond formation.
h. *Students know how to identify solids and liquids held together by Van der Waals forces or hydrogen bonding
and relate these forces to volatility and boiling/melting point temperatures.
3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the
ability to calculate the mass of products and reactants. As a basis for understanding this concept:
a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of
exactly 12 grams.
c. Students know one mole equals 6.02 x 1023 particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of
atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or
volume of gas at standard temperature and pressure.
11. Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally
occurring and human-made isotopes, nuclear fission, and nuclear fusion. As a basis for understanding this
concept:
a. Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the
electromagnetic repulsion between the protons.
b. Students know the energy release per gram of material is much larger in nuclear fusion or fission reactions
than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.
c. Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in
nuclear reactions.
d. Students know the three most common forms of radioactive decay (alpha, beta, and gamma) and know how
the nucleus changes in each type of decay.
e. Students know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter
and have different penetrations.
f. *Students know how to calculate the amount of a radioactive substance remaining after an integral number of
half lives have passed.
g.*Students know protons and neutrons have substructures and consist of particles called quarks.
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a
basis for understanding this concept and addressing the content in the other four strands, students should
develop their own questions and perform investigations. Students will:
a. Select and use appropriate tools and technology
b. Identify and communicate sources of unavoidable experimental error
c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.
d. Formulate explanations by using logic and evidence
f. Distinguish between hypothesis and theory as scientific terms.
g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.