content area: science course: honors chemistry · the course also reinforces learning of other...

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: Science Course: Honors Chemistry

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President

Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza

David Baker Elizabeth Garrigal

Diane Merla Russell T. Olivadotti

Ronald O’Neill Frank J. Pingitore

Paul Rolleri

Date of Last Revision and Board Adoption: 9/24/2009

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Science

Honors Chemistry

REVISION PREPARED BY

Martin Mullarney

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Table of Contents Science Program Mission Statement…………………………...…………………………………………………………...………….…4

Course Description and “Big Ideas”……………………………………………………….……………………….…………………..…4

Honors Level Expectations…………………………………………………………………..……………………………………………4

Essential Questions ……………………………………………………………………………………………………………………….4

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….5

Benchmark Objectives………………………………………………………………………………………………………………….…5

Scope and Sequence……………………………………………………………………………………………………………………… 5

Learning Resources………………………………………………………………………………………………………………………..6

Grading Procedures………………………………………………………………………………………………………………………. 7

Course Evaluation…………………………………………………………………………………………………………………………7

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course…………………………….8

Units of Study……………………………………………………………………………………………………………………………15

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Science Program Mission Statement The mission of the Shore Regional High School Science program is to help students understand and apply key scientific concepts and principles and develop inquiry and reasoning skills as these relate to the order of the natural world and the implications these have on both the individual and the global society to which the individual belongs.

Course Description and “Big Ideas”

Chemistry is a laboratory course that focuses on the study of the composition of matter and its changes. The course provides a detailed study of solid, liquid and gaseous states. Chemical bonding, kinetics, equilibrium, oxidation-reductions and qualitative and quantitative analysis are explored. This course stresses chemistry's relationship to mathematics and physics. This course is important for students who are considering further studies in science or fields related to science. PREREQUISITE: Biology and completion or concurrent enrollment in Algebra II

Honors Level Expectations

All Shore Regional High School coursework is essentially and organically-developed within a solid, academic college preparatory framework. Honors level coursework requires that students exhibit substantially more advanced critical reading, reasoning, writing and speaking skills than do College Preparatory courses, as well as the work ethic necessary for highly rigorous academic pursuits. Utilizing the same curricular materials and objectives found within the College Prep level curriculum, Honors level teachers augment these and alter such strategies as questioning technique and Socratic dialogue to lead students to engage in deeper investigations of materials and development of more sophisticated products. Close analysis, inference, synthesis, and higher-order problem solving/application abilities are essential, developmental skills for the Shore Regional student learner engaged in advanced curricula such as Honors.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions:

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1. What is matter? 2. What defines change? 3. How is matter classified? 4. Why are measurements important to scientist? 5. What is an atom made of? 6. Why are electrons so important to our everyday lives? 7. What information is on the Periodic Table of Elements? 8. What is a trend? 9. How do we know atoms exist? 10. How can small particles be measured? 11. How Can We Know What Chemicals Are doing (reactivity)? 12. Are there any chemical reactions that change the world? 13. What chemical reactions are apart of our everyday lives? 14. What is meant by concentration? 15. How can we relate chemical quantities? 16. What are the forces that govern states of matter? 17. What is energy? 18. How can mechanical energy be created by a chemical reaction? 19. How do electrons affect a chemical reaction? 20. What is a battery? 21. When is a system in equilibrium? 22. How does any science affect our everyday lives?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of [insert other content area names here]

Primary (P) Content Area and Secondary (S) Areas of Focus

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts 5. Science P 9. Career Education and Consumer/ Family/ Life Skills S 2. Health and Physical Education 6. Social Studies 3. Language Arts Literacy S 7. World Languages 4. Mathematics P 8. Technology Literacy S

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Benchmark Objectives These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The units in this course include:

1. Chemistry in everyday life. 2. Scientific Measurements 3. Classification of matter 4. Atomic Structure. 5. Organization of Data. 6. Prediction of Chemical Structure. 7. Chemical Nomenclature. 8. Prediction of chemical/scientific systems. 9. Concentration in chemical systems. 10. Relationships in chemical quantities. 11. Thermodynamics 12. Kinetics. 13. Energy of systems 14. Acids and Bases. 15. Rates of Reactions 16. Role of the electron in a chemical reaction. 17. Equilibrium 18. Electrochemistry 19. Gases 20. Science and Technology

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Learning Resources

1. Textbook: Chemistry Matter and Change (Glencoe Science) McGraw Hill 2008 2. Lab Manual : Chemistry Matter and Change (Glencoe Science) McGraw Hill 2008 3. Problem Solving Workbook : Chemistry Matter and Change (Glencoe Science) McGraw Hill 2008 4. Visual Aids (MS PowerPoint), Charts, Graphs, Model, DVD’s and Interactive computer programs

Grading Procedures The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper

Course Evaluation

Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s?

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3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced, introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed.

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course

Primary: Science

5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

Cumulative Progress Indicator Addressed

A. Habits of Mind

1. When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.

2. Assess the risks and benefits associated with alternative solutions.

3. Engage in collaboration, peer review, and accurate reporting of findings.

4. Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.

B. Inquiry and Problem Solving

1. Select and use appropriate instrumentation to design and conduct investigations.

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2. Show that experimental results can lead to new questions and further investigations.

5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

Cumulative Progress Indicator Addressed

A. Cultural Contributions

1. Recognize the role of the scientific community in responding to changing social and political conditions and how scientific and technological achievement effect historical events.

B. Historical Perspectives

1. Examine the lives and contributions of important scientists who affected major breakthroughs in our understanding of the natural and designed world.

2. Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge.

3. Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques.

5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Cumulative Progress Indicator Addressed A. Numerical Operations 1. Reinforce indicators from previous grade level.

B. Geometry and Measurement

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1. When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data.

C. Patterns and Algebra

1. Apply mathematical models that describe physical phenomena to predict real world events.

D. Data Analysis and Probability

1. Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical distributions.

5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

Cumulative Progress Indicator Addressed A. Science and Technology 1. Know that scientific inquiry is driven by the desire to understand the natural world and seeks to

answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems.

B. Nature of Technology

1. Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact.

C. Technological Design

1. Plan, develop, and implement a proposal to solve an authentic, technological problem.

5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.

Cumulative Progress Indicator Addressed A. Matter, Energy, and Organization in Living Systems 1. Know that atoms are made of a positive nucleus surrounded by negative electrons and that the

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nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron.

2. Know that the number of protons in the nucleus defines the element.

3. Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.

4. Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons.

5. Explain how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure.

6. Know that many biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

7. Recognize that the properties of matter are related to the structure and arrangement of their molecules and atoms, such as in metallic and nonmetallic crystals and carbon compounds.

8. Know that different levels of energy of an atom are associated with different configurations of its electrons.

B. Chemical Reactions 1. Explain that the rate of reactions among atoms and molecules depends on how often they encounter one

another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the presence of a catalyst.

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2. Show that some changes in chemical bonds require a net input or net release of energy.

5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.

Cumulative Progress Indicator Addressed A. Natural Systems and Interactions

1. Distinguish naturally occurring process from those believed to have been modified by human interaction or activity.

climate change ozone production erosion and deposition threatened and endangered species

B. Human Interactions and Impact

1. Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.

2. Use scientific, economic, and other data to assess environmental risks and benefits associated with societal activity.

Secondary Content Area: Language Arts Literacy

Standard 3.1 Reading

Strand C. Decoding and Word Recognition; Strand D. Fluency; Strand E. Reading Strategies; Strand F. Vocabulary and Concept Development; Strand G. Comprehension Skills and Response to text; Strand H. Inquiry and Research

Standard 3.2 Writing

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Strand B. Writing as a Product (resulting in a formal product or publication); Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Standard 3.3 Speaking

Strand A. Discussion; Strand B. Questioning (Inquiry) and Contributing; Strand D. Oral Presentation

Standard 3.4 Listening

Strand A. Active Listening; Strand B. Listening Comprehension

Secondary Content Area: Mathematics

Standard 4.1 Number and Numerical Operations

Strand A. Number sense; Strand B. Numerical Operations; Strand C. Estimations

Standard 4.2 Geometry and Measurement

Strand D. Units of Measurement; Strand E. Measuring Geometric Objects

Standard 4.3 Patterns and Algebra

Strand A. Patterns and Algebra

Standard 4.4 Data Analysis, Probability, and Discrete Mathematics

Strand A. Data Analysis (Statistics); Strand B. Probability; Strand C. Discrete Mathematics-Systematic Listing and Counting; Strand D. Discrete Mathematics- Vertex Edge Graphs and Algorithms

Secondary Content Area: Technological Literacy

Standard 8.1 Computer and Information Literacy

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Strand A. Basic Computer Skills and Tools; Strand B. Application of Productivity Skills

Standard 8.2 Technology Education

Strand A. Nature and Impact of Technology

Secondary Content Area: Career Education and Consumer, Family, and Life Skills

Standard 9.1 Career and Technical Education

Strand A. Career Awareness and Planning; Strand B. Employability Skills

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Unit 1: Introduction to Chemistry

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. Why Study Chemistry?

2. How does Chemistry impact our lives on an everyday basis?

3. What is the difference between mass and weight?

Students will be able to:

1. Summarize how chemistry impacts our daily lives, and identify and describe the 5 major braches of chemistry.

2. Characterize mass

3. Define and describe the Scientific Method.

1. Class work 2. Homework

3. Quizzes 4. Teacher

questioning 5. Classroom

discussion 6. Review questions

7. Lab report

4 days 1

Standards

Instructional Activities, Methods, and Assignments

Unit Summative Assessment(s)

5.1.12 A,B,C 1. Lab : Determination of Hard or soft water

2. Questions from the text book and work book.

1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

1. Unit Exam.

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Unit 2: Analyzing Data


Pacing Guide

Marking Period

1. What are the units of measurement in the metric system?

2. What is the difference between precision and accuracy?

3. What are quantitative and qualitative measurements?

4. Data: when is it relevant? When can it be discarded?


1. Use the metric system at a mastery level

2. Convert standard numbers into Scientific Notation.

3. Application of dimensional analysis

4. Error analysis using significant figures.

1. Class work

2. Homework 3. Quizzes

4. Teacher Questioning

5. Classroom discussion

6. Review questions

7. Lab Report

8 days 1

Standards



5.1.12 A,B,C,D

5.2.12 A,B

1. Lab : Metric Measurement Lab


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

1. Unit Exam.

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Unit 3: Matter – Properties and Changes


Pacing Guide

Marking Period

1. What are the states of matter?

2. How does a state change differ from a physical change?

3. What is the difference between and element and a compound.

4. Why must compounds combined in whole number ratios.


1. Identify and distinguish the difference between the chemical and physical properties of an element or element. 2 Identify and distinguish the difference a chemical change and a physical change.

3. Classify matter and solutions, and describe separation techniques.

1. Class work




6. Review questions

7. Lab Report

6 days 1

Standards



5.1.12 A,B,C,D

5.6.12 A

1. Lab Density Lab; Chromatography

2. Lab: Law of Multiple Proportions.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

7.

1. Unit Exam.

18

Unit 4: Atomic Structure

Unit Question(s) Objectives Resources Formative

Assessment Strategies

Pacing Guide

Marking Period

1. What is a subatomic particle?

2. How did modern atomic theory develop over the last century and a half?

3. What is an isotope? 4. How can the elements

atomic mass be calculated from relative abundance of its isotopes?

5. How does a nuclear reaction differ from a chemical reaction?

Students will be able to: 1. Summarize and classify the development of the model of atom from Dalton to the charge cloud. 2. Identify an element from its atomic number, and solve for its mass number, number of electrons, and number of neutrons. 3. Identify between a cation and anion, and calculate the electrons in an ion. 4. Calculate the atomic mass of an element.

1. Class work 2. Homework

3. Quizzes 4. Teacher

Questioning 5. Classroom

discussion 6. Review

questions 7. Lab Report

7 days

1

Standards



5.1.12 A,B,C,D

5.2.12 A&B

1. Lab: Chemical & physical properties; Allotropes of sulfur

2. Questions from the text book and work book. Memorize 1st 20 elements

1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

1. Unit Exam

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Unit 5: The Electron


Pacing Guide

Marking Period

1. What is the relative mass of an electron to a proton?

2. How does wavelength and frequency relate to the speed of light?

3. Where are the electrons located in an atom with respect to its nucleus?

4. What are Valance electrons?

Students will be able to: 1. Calculate EMF problems, and related it to atomic spectra. 2. Construct an electron orbital diagram for various elements. 3. Construct electron configuration from the knowledge of electron orbital diagrams. 4. Explain the exceptions for electron confirmations.

1. Class work




6. Review questions

7. Lab Report

10 days 1

Standards



5.1.12 A,B,C,D

5.6.12 A 1,2,8

1. Labs: Electron Configurations, Flame test


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

1. Unit Exam

20

Unit 6: The Periodic Table


Pacing Guide

Marking Period

1. Why is important to organize things?

2. What is a trend?

3. Where on the periodic table are metals, non metals, and metalloids located?

4. What are Electronegativity, Electron Affinity, and Ionization Energy?

5. What is Atomic and ion radii ?


1. Explain the history of the periodic table

2. Explain why the periodic table is arranged by electron configurations.

3. Define and identify specific regions of the periodic table e.g. groups, periods, metals, non metals, metalloids. 4. Interpret and explain trends of the periodic table, and explain the trend exceptions

1. Class work




6. Review questions

7. Lab Report

8 days 2

Standards



5.1.12 A,B,C,D

5.3.12 A&B

5.6.12 A

1. Lab: Trends (Graphing and analyzing)


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

21

Unit 7: Ionic Compounds


Pacing Guide

Marking Period

1. What is an ionic compound?

2. What is a lattice structure?

3. What is lattice Energy?

4. What are the oxidation numbers for metals?

5. How are ionic compounds named?

6. What are polyatomic ions?


1. Construct electron configurations for ions.

2. Describe the structure and function of the bond formation of metal to nonmetal bonding (Ionic Boding).

3. Describe lattice structure, & energy.

4. Name ionic compounds using a systematic approach.

5. Describe metallic bonding.

1. Class work




6. Review questions

7. Lab Report

9 days 2

Standards



5.1.12 A,B,C,D

5.6.12 A

1. Lab: Conductivity of ionic substances


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Shot Videos

1. Unit Exam

22

Unit 8: Covalent Compounds


Pacing Guide

Marking Period

1. What is a covalent compound?

2. What is the octet rule?

3. What are sigma and pi bonds?

4. How are covalent compounds named?

5. What is Lewis Structure?

6. How are compounds arranged in 3-D space?

7. What are intermolecular forces


1. Describe the structure and function of the bond formation of non metal to nonmetal bonding (Covalent Boding). 2. Name covalent compounds using a systematic approach. 3. Draw and construct Lewis structures of covalent compound and polyatomic ions. 4. Construct and determine molecular geometries using V.S.E. P. R. theory.

5. Describe the forces that attack molecules to one another (IMF).

1. Class work




6. Review questions

7. Lab Report

10 days 2

Standards



5.1.12 A,B,C,D

5.6.12 A

1. Lab: Polymers of silicon and ethanol.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Video

1. Unit Exam

23

Unit 9: Chemical Reactions


Pacing Guide

Marking Period

1. What is evidence of a chemical reaction?

2. How are chemical reactions classified?

3. What is an aqueous solution?

4. What is a precipitate?

5. What is a net ionic equation?


1. Balance chemical equations.

2. Identify and predict; synthesis, combustion, decomposition, single and double replacement reactions.

3. Write an ionic and net ionic equation.

1. Class work




6. Review questions

7. Lab Report

12 days 2

Standards



5.1.12 A,B,C,D

5.6.12 B

1. Labs: Single replacement reactions, Net ionic equations


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

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Unit 10: Chemical Quantities


Pacing Guide

Marking Period

1. How are small particles counted and measured?

2. What is a mole? 3. How is Avogadro’s

number related to a mole?

4. What is meant by percent composition of a compound?

5. What is a hydrate?

Students will be able to: 1. State Avogadro’s # (6.02 x 1023 molecules in a mole).

2. Calculate the atomic mass of any compound. 3. Perform the following conversions. A) Grams to moles; B) Moles to grams; C) Molecules to moles; D) Moles to molecules; E) Grams to molecules; F) Molecules to grams 4. Calculate empirical formula and percent composition.

1. Class work




6. Review questions

7. Lab Report

10 days 2

Standards



5.1.12 A,B,C,D

5.6.12 A

5.2.12 A,B

1. Lab: How to count a mole, % water in a hydrate


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam 2. Midterm Exam

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Unit 11: Stoichiometry


Pacing Guide

Marking Period

1. What is the relationship of compounds in a balanced chemical reaction?

2. What is Stoichiometry?

3. What is meant by limiting and excess reactant?

4. What is percent yield?


1. Use Stoichiometry to interpret and calculate mole to mole and gram to gram chemical quantity conversions

2. Calculate and predict the amount of product formed in a reaction. 3. Calculate and predict the amount of reactant used in a reaction 4. Calculate and define limiting and excess reagents 5. Calculate and analyze percent yield.

1. List here

2. List here

8 days 3

Standards



5.1.12 A,B,C,D

5.6.12 B

5.2.12 A,B

1. Lab: Percent yield of Ag from Silver Nitrate and Copper.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

26

Unit 12: States of Matter


Pacing Guide

Marking Period

1. What determines the state of a compound or element?

2. What is diffusion and effusion?

3. What are all the phase changes called?

4. How far apart are compounds relative to each other in all 3 phases?

5. What makes a compound or element change phase?

6. How can we graphically show the change in phase.


1. Explain the kinetic molecular theory of gases

2. Describe how mass affects the rates of diffusion and effusion.

3. Explain Partial pressure of gases.

4. Contrast the arrangements of particles in liquids and solids.

5. Explain how the addition of energy can cause a phase change.

6. Interpret a phase diagram.

1. Class work




6. Review questions

7. Lab Report

5 days 3

Standards



5.1.12 A,B,C,D

5.6.12 A

1. Lab: Interpreting phase change.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

27

Unit 13: Gases


Pacing Guide

Marking Period

1. What is an ideal Gas?

2. How does a gas behave when one of the following is held constant; pressure, temperature, and volume?

3. What is the ideal gas constant?

4. How do the number of particles relate to pressure, volume, and temperature?


1. Define and interpret the properties and characteristics of the behavior of an atom or molecule is a gaseous state.

2. Calculate unknowns in Boyle’s, Charles’s, and Gay-Lussac's law.

3. Prove and calculate unknowns in the combined gas law.

4. Calculate unknowns in the ideal gas law. 5. Using Gas Stoichiometry, calculate the mass of a gas form the amount in liters.

1. Class work




6. Review questions

7. Lab Report

8 days 3

Standards



5.1.12 A,B,C,D

5.6.12 A& B

1. Lab: Calculating R in the Ideal Gas law.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

28

Unit 14: Mixtures and Solutions


Pacing Guide

Marking Period

1. What is meant by concentration of a solution?

2. What are the different units of concentration?

3. What is solubility, and what affects it?

4. What is a Colligavtive property?

5. What is difference between a colloid and a suspension?

Students will be able to: 1. Define Chemical Concentration, and aqueous solutions.

2. Calculate Molarity, Molality, percent by volume and mass.

3. Calculate the Molarity of an aqueous solution after it has been diluted. 4. Calculate and explain Colligavtive properties of solution: Freezing Point Depression, Boling Point elevation, and Osmotic Pressure. 5. Explain the difference between a colloid and a suspension

1. Class work




6. Review questions

7. Lab Report

7 days 3

Standards



5.1.12 A,B,C,D

5.6.12 A

1. Lab: Determination of Concentration of HCL, via titration.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

29

Unit 15: Energy


Pacing Guide

Marking Period

1. What is Energy?

2. What is the difference between an endothermic and exothermic reaction?

3. How can the energy lost or gained by a chemical reaction be calculated?

4. What is Hess’s law?

5. What is the difference between spontaneous and non spontaneous processes?


1. Explain the difference between an endothermic and exothermic reaction.

2. Explain enthalpy and entropy.

3. Use Hess’s Law to calculate enthalpy.

4. Calculate enthalpy from standard formation data, and thermo chemical equations.

5. Describe how calorimeter is used to measure energy that is absorbed or released in a reaction.

1. Class work




6. Review questions

7. Lab Report

11 days 3

Standards



5.1.12 A,B,C,D

5.6.12 A&B

1. Lab: Determination of Hess’s Law; Calorimeter of phase change.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

30

Unit 16: Rates of Chemical Reactions


Pacing Guide

Marking Period

1. What is a rate?

2. What factors affect rate?

3. How does concentration affect the speed of a chemical reaction?

4. What affect does a catalyst have on the rate of the reaction?

5. What are reaction orders, and what do they tell us about a chemical reaction?

6. Does the location of particles affect reaction rates?


1. Calculate the average rates of chemical reactions from experimental data.

2. Relate rates of reactions to collisions between reacting particles.

3. Identify the factors that affect the rate of a reaction and explain the role of a catalyst.

4. Explain the relationship between reaction rate and concentration.

5. Determine reaction orders using the method of initial rates.

1. Class work




6. Review questions

7. Lab Report

10 days 4

Standards

Instructional Activities, Methods Unit Summative Assessment(s)

5.1.12 A,B,C,D

5.6.12 A&B

1. Lab: Surface Area and the Rate of a Chemical Reaction


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

31

Unit 17: Chemical Equilibrium

Unit Question(s) Objectives Resources Formative Assessment

Pacing Guide

Marking Period

1. Can a chemical reaction proceed in the reverse direction as well as the forward direction?

2. What is meant by stating a system is in equilibrium?

3. How do changes in a system affect equilibrium?

4. How can concentrations be calculated from a system in equilibrium?

1. List the characteristics of chemical equilibrium.

2. Write an equilibrium expression for systems that are at equilibrium.

3. Calculate equilibrium constants from concentration data.

4. Describe how various factors affect equilibrium in a chemical reaction.

5. Explain how Le Châtelier’s applies to systems at equilibrium.

6. Determine equilibrium concentrations of reactant and products.

1. Class work




6. Review questions

7. Lab Report

11 days 4

Standards



5.1.12 A,B,C,D

5.6.12 A&B

1. Lab: Chemical Equilibrium and Acid-Base Chemistry


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

32

Unit 18: Acids and Bases


Pacing Guide

Marking Period

1. What are the Properties of Acids?

2. What are the properties of a base?

3. What is pH and pOH?

4. What are strong acids and strong bases?

5. What are weak acids and weak bases?

6. What is meant by neutralization?

Students will be able to: 1. Define what an acid and base are, and define and recognize their individual characteristics. Arrhenius, Bronsted-Lowery, and Lewis.

2. Identify and predict chemical reaction of conjugate acid base systems.

3. Calculate and describe the pH and pOH of an aqueous solution. 4. Calculate the hydrogen and hydroxide ion concentration of an aqueous solution.

1. Class work




6. Review questions

7. Lab Report

9 days 4

Standards



5.1.12 A,B,C,D

5.6.12 A&B

1. Lab: standardization of a base: Acid / Base indicators.


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

33

Unit 19: Oxidation and Reduction (Redox)

Unit Question(s) Objectives


Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. What subatomic particle is responsible for a chemical reaction to take place?

2. What information is contained in a chemical equation?

3. What is meant by oxidation / reduction?

4. How is it possible to account for all valance electron rearrangement in a chemical reaction?

1. Describe the Processes of oxidation and reduction.

2. Identify oxidizing and reducing agents.

3. Determine the oxidation number of an element in a compound.

4. Interpret redox reactions in terms of change in oxidation states.

5. Relate changes in oxidation number to the transfer of electrons.

6. Balance redox reactions with net ionic eqausions.

1. Class work




6. Review questions

7. Lab Report

11 days 4

Standards



5.1.12 A,B,C,D

5.6.12 B

1. Lab: Zinc - Copper Redox Reaction


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam

34

Unit 20: Electrochemistry

Unit Question(s) Objectives


Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. What is electric potential?

2. What is chemical energy?

3. How does a battery work?

4. Are electro-voltaic cells spontaneous or non-spontaneous?

5. If what implications if any can hydrogen-oxygen fuel cell

1. Describe a way to obtain electrical energy from a redox reaction.

2. Identify the parts of a voltaic cell, and explain how each part operates.

3. Calculate cell potentials, and determine the spontaneity of redox reactions.

4. Explain the structure and operation of the hydrogen-oxygen fuel cell.

5. Describe how it is possible to reverse a spontaneous redox reaction in an electrochemical cell.

6. Discuss the function of a typical household battery.

1. Class work




6. Review questions

7. Lab Report

11 days 4

Standards



1.1.12 A,B,C,D

5.6.12 B

1. Lab: electrochemical cells


1. Textbook

2. Workbook

3. PowerPoint

4.Lab Manual

5. Short Videos

1. Unit Exam 2. Final Exam.

content area: science course: honors chemistry · the course also reinforces learning of other...

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