river dell regional school district chemistry curriculum...the sequence of topics has been designed...

River Dell Regional School District

Chemistry Curriculum

2019

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Dr. Chin Chu

Mr. William Feldman

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Approved October 22, 2019

TABLE OF CONTENTS Rationale Page 3 Course Description Page 3 Course Outline Page 5 Unit 1: Introduction to Chemistry Page 7

Unit 2: Atomic Structures Page 13

Unit 3: Electron Configurations Page 18

Unit 4: Periodic Table and Periodic Laws 4

Unit 5: Chemical Bonding, States of Matter and

Intermolecular Forces Page 30 Unit 6: Chemical Reactions and Equations Page 38 Unit 7: Gases Page 46 Unit 8: Solutions Page 52 Unit 9: Chemical Equilibrium and Kinetics Page 58

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I. Rationale The Chemistry course provides the opportunity to develop knowledge and understanding about the relationships between the structure and properties of matter and the interaction of matter and energy. It also provides a solid foundation to build a strong intellectual stamina through teaching of problem solving skills focused on processes. Students who successfully complete the Chemistry course will have a smooth transition into the Biology course. The course is comprised of the following key units of study: matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intra- and inter-molecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. Laboratory activities reinforce concepts and principles presented in the course. The sequence of topics has been designed to use a scaffolding approach in introducing key chemistry concepts to the students with emphasis on demonstrating inter-connectedness between microscopic structures and macroscopic material properties. The concepts of atoms and atomic structures are introduced at the beginning of the course, followed by the electron configurations and organization of elements in the Period Table. Then the interactions between the atoms lead to the formation of individual chemical bonds, followed by the formation of molecules. Interactions between atoms, ions, and molecules determine the macroscopic material properties. The desire to achieve more stable states is the driving force behind chemical reactions. Chemistry is offered in three levels designed to accommodate individual student’s math and reading competency. The standard level course is a study of select topics of Chemistry accessible to the typical sophomore in the areas of atomic structure, electron configuration, periodicity, bonding, interactions between molecules, chemical compositions, chemical reactions. The Honors Chemistry level course is offered to students who have demonstrated an advanced proficiency in math and require less instruction on some of the more elementary mathematical concepts. This course presents these students with a broader range of topics at a deeper level of understanding plus a greater level of mathematical rigor. The Environmental Chemistry course is offered to the students who require more explicit instruction on the application of algebra based problem solving. This course offers a more conceptual approach, allowing students the opportunity to master the more essential skills and eliminating some of the more abstract subject matters. Students who have successfully completed Honors Chemistry courses may elect to move onto AP Chemistry. II. Course Descriptions This course is offered in three levels based on the student’s proficiency in math and performance in the freshman physics classes.

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Units of study include: matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intermolecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. Laboratory activities reinforce concepts and principles presented in the course. Environmental Chemistry Course Description

This course is a study of select topics of chemistry accessible to sophomores in the areas of matter and its changes, atomic structure, periodicity, bonding, molecular geometry, intra- and inter-molecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, gases and solutions. Algebra skills taught in Algebra I Survey are used with an emphasis on the conceptual aspect. Laboratory exercises and experiences accompany all areas of study. Pre-requisite: Algebra I Survey and Conceptual Physics CP Chemistry Course Description

This course is a study of select topics of Chemistry accessible to the typical sophomore in the areas matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intermolecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions. Algebra skills taught in Algebra I are used extensively, although practical applications are emphasized. Laboratory exercises and experiences accompany all areas of study. Pre- requisite: Algebra I and Physics

Honors Chemistry Course Description

This course is a study of select topics of Chemistry accessible to the typical sophomore in the areas of matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intra- and inter-molecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. This course differs from the standard level course in both content and mathematical rigor. Laboratory exercises and experiences accompany all areas of study. Pre- requisite: Honors Geometry/Geometry and Honors Physics

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III. Course Outline 1. Introduction to Chemistry

a. What is chemistry? b. Scientific method c. Measurements, significant figures, accuracy vs. precision

d. Unit conversions

e. Properties and changes f. Classification of matter

2. Atomic Structures

a. History of atomic theories

b. Subatomic particles

c. Formation of ions

d. Nuclear stability and nuclear reactions*

3. Electron Configurations*

a. Light and quantized energy* b. Bohr’s model* c. Shrödinger’s quantum mechanical model of atoms* d. Electron configurations*

4. Periodic Table and Periodic Laws

a. Development of the modern Periodic Table b. Classification of elements c. Electron configurations and the Periodic Table* d. Octet Rule* e. Periodic Laws and Trends f. Major groups of elements

5. Chemical Bonding, States of Matter and Intermolecular Forces

a. Formation of chemical bonds b. Ionic bonds and ionic compounds c. Metallic bonds and metals d. Covalent bonds and molecular compounds e. Covalent compounds: VSEPR model and molecular shapes* f. Covalent compounds: molecular polarity* g. Small organic molecules and polymers h. States of matter: solids, liquids and gases i. Intermolecular forces*

6. Chemical Reactions and Equations

a. Chemical reactions and equations b. Law of conservation of mass and balancing chemical reactions

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c. Major types of chemical reactions* d. Oxidation-reduction reactions** e. The mole

▪ Number of particles and the mole ▪ Mass and the mole ▪ Empirical and molecular formulas* ▪ The formula for a hydrate*

f. Stoichiometry of chemical reactions* ▪ Stoichiometric calculations* ▪ Percent yield* ▪ Limiting reagent**

g. Energy ▪ Heat in chemical reactions and processes ▪ Thermochemical equations** ▪ Calculating enthalpy change**

7. Gases

a. The gas laws b. The combined gas law and Avogadro’s principle* c. The ideal gas law* d. Gas stoichiometry*

8. Solutions

a. What are solutions? b. Solution concentrations c. Stoichiometric calculations involving solutions* d. Colligative properties of solutions* e. Acids and bases:

▪ Introduction ▪ Strength of acids and bases ▪ pH and pOH ▪ Neutralization**

9. Chemical Equilibrium and Kinetics*

a. Equilibrium: a state of dynamic balance b. Factors affecting chemical equilibrium c. A model for reaction rates d. Factors affecting reaction rates

*-not included in Environmental Chemistry **-for Chemistry Honors only

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BY THE END OF TENTH GRADE CHEMISTRY

UNIT ONE: INTRODUCTION TO CHEMISTRY (4 WEEKS)

STATE STANDARDS

HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms

HS-PSI-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-

step problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data

HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when

reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use

technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools

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8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results

8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems

8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision

9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context

9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences

9.2.12.A.1 Analyze the relationship between various careers and personal earning goals.

9.2.12.A.2 Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt.

9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for establishing such an enterprise.

9.2.12.A.4 Summarize the financial risks and benefits of entrepreneurship as a career choice.

9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster solution and make an informed decision

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SCIENCE AND ENGINEERING PRACTICES

http://www.corestandards.org/ELA-Literacy/RST/9-10/1/



http://www.corestandards.org/ELA-Literacy/W/9-10/1/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/

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• Developing and using models

• Analyzing and interpreting data

• Constructing explanations and designing solutions

• Obtaining, evaluating, and communicating information

DISCIPLINARY CORE IDEAS See Science standards above

CROSS CUTTING CONCEPTS • Patterns

• Cause and Effect

• Scale, Proportion, Quantity

• Energy and Matter

• Structure and Function

BIG IDEAS/COMMON THREADS Everything in the physical world is composed of matter. Chemistry provides an understanding of matter and the way matter changes.

ENDURING UNDERSTANDINGS An understanding of Chemistry is central to all sciences, our everyday lives, and the discoveries made in science and technology in the 21st century.

ESSENTIAL QUESTIONS • What is chemistry’s role in science and technology?

• What are the components that make up the universe?

• What is the application of the scientific method in discoveries?

• What is the importance of the metric system?

• Why hasn’t the US adopted the metric system?

• How are instruments used to collect data?

• What instruments are available, what are their limitations and applications?

• How has the universe changed over time?

• What are the characteristics needed to classify matter?

• What is the importance of separation techniques of various mixtures?

• How do physical and chemical changes and properties differ?

• How does the Law of Conservation of Mass relate to reactions and the world around us?

• What are the differences between an atom and a compound?

• How can models be used to simulate systems and interactions?

• How does energy and matter flow into, out of, and within a system?

• How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems?

• How does feedback stabilize or destabilize a system?

• What empirical evidence distinguishes between cause and effect?

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• How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale?

• Why do some things change or remain stable?

• How are advances in science and technology interrelated?

• What are the patterns that emerge at the different scales at which a system is studied?

ASSESSMENT

• Lab Experiments/Activities, Formative Quizzes, Summative Unit Test

LESSON OBJECTIVES Students will be able to…

• use logical steps to solve problems.

• use models on the microscopic scales to explain macroscopic material properties.

• list main branches of natural science.

• describe the relationship between science and technology.

• understand and apply the scientific method.

• distinguish among facts, theories, and laws.

• define chemistry and matter.

• measure properties of matter using appropriate instruments.

• compare and contrast weight and mass.

• explain the reason for using a universal and consistent system of units.

• identify and distinguish among fundamental and derived SI units.

• identify what each common SI prefix represents.

• write numbers in scientific notation. *

• convert between metric units. • identify precise and accurate results. * • identify the characteristics of a substance. • distinguish between physical and chemical properties. • differentiate among the physical states of matter. • define physical change and list several common physical changes. • define chemical change and list several indications that a chemical change has

taken place. • apply the Law of Conservation of Mass to chemical reactions. • contrast mixtures and substances. • classify mixtures to be either homogeneous or heterogeneous. • list and describe several techniques used to separate mixtures. • distinguish between elements and compounds. • describe the organization of elements on the periodic table.

• use the periodic table to identify elements as metals, nonmetals, and metalloids. • explain how all compounds obey the laws of definite and multiple proportions. *

• calculate percent error using experimental data.

• construct and interpret line graphs, bar graphs, and pie charts.

• separate mixtures using physical processes.

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• perform chemical reactions using proper and safe laboratory techniques.

• record detailed observations of chemical and physical changes.

• calculate the mass of products or reactants that are used or formed using the Law of Conservation of Mass.

SUGGESTED LEARNING ACTIVITIES • Ask essential questions.

• In-class activity to introduce lab safety rules.

• In-class activity: lab equipment treasure hunt.

• Review of basic mathematics: o Arithmetic and algebraic operations. o Scientific notations.

• Review of scientific method through an in-class investigative activity: o Key parts of the scientific method. o Applications of scientific method.

• Lab: How to properly handle solids and liquids in chemistry labs.

• Utilize the lab as the vehicle to introduce the following concepts: o Measurements: values and units. o Significant figures. o Calculations involving significant figures. o Accuracy versus precision. o Percent error. o Conversions between units using the factor-labeling method.

• Lab: Measuring sugar contents in chewing gums.

• Lab: Measuring densities of substances. *

• In-class demonstration: observations of processes and changes.

• Lectures to introduce the process of classifying matter into different categories: o Changes versus properties. o Chemical versus physical. o Classification of matter flow chart.

• Lab: Separation of mixtures.

• In-class demonstration: Law of Conservation of Mass

• Lecture on Law of Conservation of Mass.

• Lecture to summarize the unit and answer the essential questions.

• Develop a model based on evidence to illustrate the relationship between systems or components of systems

• Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence

• Use mathematical representations of phenomena to support claims

• Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems

RESOURCES

• Textbooks:

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• Websites: o http://phet.colorado.edu/en/simulations/category/new o www.ptable.com o www.my.hrw.com o www.sciencegeek.net o www.chemtopics.com o www.chemmybear.com

Modifications for IEP, 504, ELL, G & T, and At Risk

• Reading resources will be provided to accommodate different reading levels.

• Students will be given options on types of products that will show mastery of a specific skill.

• Learning modules will contain learning resources, including but not limited to OneNote,

videos, primary sources, PowerPoint, Movie Maker, and so on.

http://phet.colorado.edu/en/simulations/category/new

http://www.ptable.com/

http://www.my.hrw.com/

http://www.sciencegeek.net/

http://www.chemtopics.com/

http://www.chemmybear.com/

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BY THE END OF TENTH GRADE

CHEMISTRY UNIT TWO: ATOMIC STRUCTURE

(4 WEEKS)

STATE STANDARDS



HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of particles in the bulk scale to infer the strength of electrical forces between particles









reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity

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CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real

world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the

results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find

a solution and make an informed decision 9.1.12.A.1 Apply critical thinking and problem solving strategies during structured

learning experiences
















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SCIENCE AND ENGINEERING PRACTICES • Developing and using models





CROSS CUTTING CONCEPTS

• Patterns





BIG IDEAS/COMMON THREADS All matter is composed of atoms. Understanding the structure of the atom is fundamental to understanding why matter behaves the way it does.

ENDURING UNDERSTANDINGS Our understanding of atomic structure came through experimentation that showed that atoms are composed of sub atomic particles. How these subatomic particles are configured explains the relationship between nuclear stability and radioactivity.

ESSENTIAL QUESTIONS • What is the structure of the atom, its current importance, and how did scientists discover the

nature of the atom?

• What properties of atoms are the same and which are different?

• What role does each of the atomic particles have in atomic behavior?

• How does the structure of the atom affect its reactivity?

• How can the “mole” help to conceptualize the size of the atom?






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ASSESSMENT


LESSON OBJECTIVES Students will be able to...



• compare and contrast different models of the Atomic Theory. *

• compare Dalton’s Atomic Theory with the Modern Atomic Theory. *

• define “atom”.

• distinguish between the three subatomic particles.

• describe the experiments in which the electron and nucleus were discovered. *

• explain the role of atomic number in determining the identity of an atom.

• determine the number of protons, neutrons and electrons in a neutral atom.

• define mass number.

• write nuclear notation and hyphenated notation of an element. *

• define isotope and explain why atomic masses are not whole numbers. *

• calculate average atomic mass and state the unit. *

• define mole in terms of Avogadro’s number.

• define molar mass and state the unit.

• perform conversions (atoms moles, moles mass, atomic mass).

• understand nuclear stability and radioactive decay. *

SUGGESTED LEARNING ACTIVITIES • Ask the essential questions.

• Group project: history of the atomic theories. Students would be tasked to read assigned materials regarding the development of modern atomic theories. Construct a timeline and present to the class. *

• Lectures on history of the atomic theories to cover: * o Ancient thoughts o Alchemy o Modern chemistry as a branch of natural science o Modern atomic theories with corresponding scientific experiments

• Lecture on subatomic particles and corresponding notations for atoms.

• Lecture on formation of ions.

• Lab: isotope pennies. *

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• Lecture on isotopes and calculation of average atomic mass. *

• Lectures on nuclear stability: * o Origin of nuclear stability. o Stability band*. o Radioactive decays with emitted particles and energy*. o Nuclear equations*. o Nuclear power. o Half-life and associated calculations**.

• Lecture to summarize the unit and answer the essential questions





RESOURCES.

• Textbooks:













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BY THE END OF TENTH GRADE

CHEMISTRY UNIT THREE: ELECTRON CONFIGURATIONS

(4 WEEKS)

STATE STANDARDS




HS-PSI-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy









reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation

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CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real















RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.





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SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.











BIG IDEAS/COMMON THREADS The key to understanding the chemical behavior of matter lies in understanding how electrons are arranged in atoms of each element.

ENDURING UNDERSTANDINGS The frequency of light emitted by an atom is a unique characteristic of that atom. Atomic models developed to explain characteristic emissions of light. The arrangement of electrons in atoms can be expressed through orbital notations, electron configurations, and electron dot structures.

ESSENTIAL QUESTIONS • How does the structure of the atom and the position of the electron relate to chemical

reactivity?

• How can electrons exhibit properties of waves and particles?

• How can the location of an electron have a bearing on its energy?

• How does the nucleus effect the energy of electrons, both inner and valence?

• How did scientists develop the theory of quantum mechanics without seeing the inside of the atom?

• How does the electromagnetic spectrum affect our lives?




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ASSESSMENT





• compare the wave and particle nature models of light. *

• define a quantum of energy and explain how it is related to an energy change of matter. *

• contrast continuous electromagnetic spectra and atomic emission spectrum.

• list the points in Bohr’s model of the atom. *

• explain the impact of de Broglie’s dual wave particle model. *

• state Heisenberg’s Uncertainty Principle and relate it to the atom. *

• list and define the four quantum numbers. *

• understand the rules which apply to electron configurations: Pauli Exclusion Principle, Aufbau Principle, and Hund’s Rule. *

• write ground state electron configurations for atoms and ions. *

• construct circular plots, orbital notations based on ground state electron configurations. *

• define valence electron and write the electron dot notation. *

SUGGESTED LEARNING ACTIVITIES

• Inquire about a graphic representation of an atom of a given element from the Periodic Table. Then as the essential questions: are those electrons surrounding the nucleus organized in any fashion? Electrons are so small; how do you figure out their organization?

• Lectures and in-class demonstrations focusing on waves, electromagnetic radiations (waves): *

o Classic mechanical waves, definitions, characteristics and relationships between wavelength, frequency, and speed of the wave. Utilize online simulations published by PheT at University of Colorado.

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▪ Electromagnetic waves, definition, characteristics and relationships between wavelength, frequency, and speed of the wave. Concept of photon and energy calculations involving electromagnetic waves.

• Lab: the flame test. Introduce the concepts of atomic emission and absorption spectra.

• Lectures on Bohr’s model of hydrogen atom: * o The model and graphical representations. Concept of orbits. o Calculations involving Bohr’s model of discreet energy levels for electrons.

• Lecture on de Broglie’s Duality Principle and Heisenberg Uncertainty Principle. *

• Lectures on Schrodinger’s Quantum Mechanical Model of Atoms: * o Quantum numbers, definitions and physical meanings of principal quantum

number (n), orbital quantum number (l), magnetic quantum number (m). o Mathematical relationships between all the quantum numbers. o Pauli Exclusion Principle. o Aufbau Principle.

• Lectures on ground state electron configurations: * o Hund’s Rule.

• Lectures on different ways to present the ground state electron configuration of atoms: *

o Circular plot. o Orbital notation. o Valence shell electron configuration and Lewis dot structures for atoms.






RESOURCES










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UNIT FOUR: PERIODIC TABLE AND PERIODIC LAWS (4 WEEKS)

STATE STANDARDS









HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios

HS-ESS1-2 Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distance planets, and composition of matter in the universe

HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history




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reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real















RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


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RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

.






CROSS CUTTING CONCEPTS

• Patterns





BIG IDEAS/COMMON THREADS The periodic table is the single most powerful chemistry reference tool. Understanding its organization and interpreting its data greatly aids in the study of chemistry.

ENDURING UNDERSTANDINGS Elements in groups have similar properties. The group and period trends seen in the periodic table are related to the electron configuration of the atoms. The table’s shape is divided into blocks that correspond to the atom’s energy sublevel being filled with valence electrons. The desire for all elements to achieve electron configurations of the Nobel Gases forms the foundation of chemistry.





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ESSENTIAL QUESTIONS • How is atomic structure reflected in the organization of the Periodic Table?

• How did scientists apply the Scientific Method to relate chemical and physical properties to the organization of elements?

• How does the size of the atom and ion affect the reactivity of an atom?

• How are electrons lost, gained, or shared, and what is the significance?

• How does the organization of the Periodic Table relate to atomic structure?

• What are the applications of the reactivity of atoms?










• What are design solutions that contribute to the conservation, recycling, and reuse of resources?

• How does the composition of matter in the universe support the Big Bang Theory?

• How does the early materials of the earth reinforce that the earth formed along with the rest of the solar system?

ASSESSMENT





• trace the development and identify key features of the periodic table.

• explain why elements in the same group have similar properties.

• write shorthand notation (noble gas configuration) for elements. *

• understand that the valence shell electron configuration of elements determines the chemical properties. *

• identify the four blocks of the periodic table based on short hand notation.

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• understand the Octet Rule: all elements want to achieve the electron configurations of Nobel Gas elements. *

• determine the ion form of elements.

• define atomic radii, ionic radii, ionization energy and electronegativity. *

• compare periodic and group trends for atomic radii, ionic radii, ionization energy, electronegativity, and valence electrons. *

Examples of Modified Objectives

• the quantity and complexity of elemental properties students are expected to know are reduced

• ionization and how ion sizes compare to atomic size only


• In-class activity: element cards.

• Lecture on history of the Periodic Table with focus on organization of elements based on similarity in chemical properties.

• Lab: metals, nonmetals and metalloids.

• Lecture on major features of the Periodic Table with digital interactive periodic table activity:

o Families/groups. o Periods. o s, p, d, and f blocks of elements. o Metals, nonmetals and metalloids.

• In-class activity: electron configurations to demonstrate close relationships between the organization of the elements (the Periodic Table) and valence electron configurations of those elements. *

• Lectures on properties of major group elements, and the origin of the Octet Rule which determines the gain, loss or sharing of valence electrons. *

• Lectures on periodic laws (trends): * o Atomic radius, definitions and factors determining the sizes of atoms. o 1st, 2nd and more ionization energy. o Electronegativity. o Electron affinity. o Reactivity of elements.






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DIFFERENTIATED LEARNING ACTIVITIES

• Students are provided pre-selected instructional videos for ongoing support

• Study guides provided to students

• Guided notes

• Collaborative groups based on individual needs

• Mini lessons provided during group work

• Integration of hands on learning activities RESOURCES


DIFFERENTIATED RESOURCES • Teacher generated quizlet account

• Teacher generated Quia account

• Access to teacher guided notes

• Teacher made study guide












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UNIT FIVE: CHEMICAL BONDING, STATES OF MATTER AND INTERMOLECULAR FORCES

(4 WEEKS)

STATE STANDARDS







HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere



step problems: choose and interpret units consistently in formulas; choose and interpret the scale and the origins in graphs and data



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BIG IDEAS/COMMON THREADS The world is composed mainly of compounds. The properties of each compound are based upon how the compound is bonded. The salts dissolved in earth’s oceans and the compounds that make up most of earth’s crust are held together by ionic bonds. Most compounds, however, including those in living organisms, are covalently bonded. Metals have unique properties that are utilized since ancient time. Matters are composed of molecules, ions and atoms. Interactions between those entities on the microscopic level determine the macroscopic properties of the matters.

ENDURING UNDERSTANDINGS Compounds are formed by chemical bonds. Ions are formed by an atom losing or gaining valence electron(s). Covalent bonds result from sharing valence electrons. Ionic and covalent compounds have certain characteristics. Chemists discuss compounds by using chemical formulas and names. Metals have unique properties due to mobile electrons in the system. The strength of the interactions defines many physical properties of the system. Systems with the strongest interactions are solids and weakest are gases. Interactions between systems are guided by intermolecular forces.

ESSENTIAL QUESTIONS

• How do atoms react with one another to create the world around us?

• How do the valence electrons that are involved in bond formation affect the structure and molecular geometry of a molecule?

• How do the concepts learned about atomic structure and bonding relate to the physical properties and changes of solids and liquids?

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• How can atoms form bonds?

• What is the relationship between electron configuration, quantum mechanics, and bond formation?

• What are the differences between ionic and covalent bonds?

• What p r ope r t i e s o f i on i c a n d cova len t bonds a r e i n f l uenc ed b y t he a tom ic structure?

• How does the atomic structure of a metal affect its physical and chemical properties?

• What is the difference in a polar and nonpolar covalent bond and how does it influence the world around us?

• How does the structure of water effect the environment? What are the effects of bond formation and destruction?

• How does the acidity of a solution affect an ecosystem or biological organism?

• What is the difference between the effects on a molecule from a bonded vs. a lone pair of electrons?

• What is the relevance to organic compounds in our world?

• What is an intermolecular force and how does it compare to the force of a bond?

• How does a solid or liquid compare to a gas in behavior and energy?

• What are the differences in the particle arrangement and average particle energy among particles in the solid, liquid, or gaseous form of a substance?

• How do intermolecular forces of attraction affect the vapor pressure, boiling point, and surface characteristic of a liquid?

• How does the bonding of a water molecule contribute to water as the universal solvent?

• How is carbon cycled through the ocean, atmosphere, geosphere, and biosphere?

ASSESSMENT • Lab Experiments/Activities, Formative Quizzes, Summative Unit Test




• define chemical bond.

• relate chemical bond formation to electron configuration.

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• describe the formation of negative and positive ions.

• describe the formation of ionic bonds.

• write the formulas for ionic compounds and polyatomic ions.

• use models to represent crystal structures.

• account for the any properties of an ionic compound.

• discuss the energy involved in the formation of an ionic bond. *

• describe a metallic bond.

• explain the physical properties of metals in terms of metallic bonds.

• apply the octet rule to atoms that bond covalently. *

• define polar covalent and nonpolar covalent. *

• determine the number of covalent bonds that an element will form. *

• describe the formation of single, double and triple covalent bonds. *

• relate the strength of covalent bonds to bond length and bond dissociation energy. *

• discuss VSEPR bonding theory. *

• draw Lewis structures for molecules. *

• determine the polarity of a bond given the electro negativity values. *

• identity the names of binary molecules from their formulas and vice versa.

• predict the shape of and the bond angles in a molecule. *

• construct molecules using molecular model kits. *

• determine the polarity of the molecules. *

• describe and compare intermolecular and intramolecular forces. *

• distinguish among intermolecular forces. *

• apply the kinetic molecular theory to the behavior of gases, liquids, and solids. *

• explain how different intermolecular forces of attraction, such as hydrogen bonds, Van der Waals forces, or dispersion forces affect the vapor pressure, boiling and melting points, and surface tension of the substance. *

• compare the structure and properties of different types of solids. *

• explain how the addition and removal of energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes. *

• describe the characteristics of solutions and identify the various types.

• relate intermolecular forces and the process of solvation. *

SUGGESTED LEARNING ACTIVITIES • Ask essential questions regarding chemical bonds.

• Lab: properties of common household chemicals and copper metal. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on formation of chemical bonds: o Ionic bond –

▪ Formation of ions and ionic bonds. ▪ Nature of ionic bonds. ▪ Lattice structures.

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▪ Properties of ionic bonds and link with the observations of the bulk samples.

▪ Nomenclature of ionic compounds. o Covalent bond –

▪ Formation of covalent bonds. ▪ Nature of covalent bonds. ▪ Molecules, intramolecular versus intermolecular interactions. * ▪ Properties of covalent bonds and link with the observations of the bulk

samples. ▪ Nomenclature of covalent compounds.

o Metallic bond – ▪ Formation of the metallic bonds. ▪ Nature of metallic bonds. ▪ Properties of metallic bonds and link with the observations of the bulk

samples.

• Ask essential questions regarding molecular polarity using water as the example. *

• Lectures and in-class activities on Lewis structures for molecules and polyatomic ions. *

• Lectures and in-class activities on Valence Shell Electron Pairs Repulsion (VSEPR) Theory in predicting molecular shapes: *

o ABxEy notation based on Lewis structures. o Number of electron groups/regions. o Electron group geometry. o Molecular geometry.

• Lectures and in-class activities on molecular polarity: * o Polarity of individual bond. o Polarity of the whole molecule.

• Lectures and online simulations on Valence Bond Theory in exploring the details involved in formation of covalent bonds and associated molecular geometries. **

• Lectures and in-class activities on common organic compounds: o Introduction to the chemistry of carbon. o Simple organic compounds –

▪ Hydrocarbons –

• Alkanes.

• Alkenes.

• Alkynes. ▪ Other functional groups. **

o Brief introduction to polymers. o Lab: super absorbent polymers.

• Lab: like dissolves like. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on: o Ionic compounds and metals. * o Molecular polarity. *

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o Intramolecular versus intermolecular interactions: * ▪ Ionic. ▪ Dipole – dipole (polar – polar). ▪ Hydrogen bonding. ▪ London dispersion forces.

o “Like dissolve like” principle. o Importance of intermolecular forces in biological processes, particularly

hydrogen bonding. *

• Lectures and in-class activities on Kinetic Molecular Theory: o Descriptions of the theory. * o States of matter: solids, liquids, and gases. o Phase transitions. o Energy flow with the phase transitions, endothermic versus exothermic. o Trends of physical properties of pure substances and correlation with

intermolecular forces: * ▪ Melting points. ▪ Boiling points. ▪ Vapor pressure. ** ▪ Surface tension. **

• Lecture to summarize the unit and answer the essential questions. • Develop a model based on evidence to illustrate the relationship between systems

or components of systems









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RESOURCES • Textbooks:



UNIT SIX: CHEMICAL REACTIONS AND ENERGY (4 WEEKS)

STATE STANDARDS



HS-PSI-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction





ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements








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BIG IDEAS/COMMON THREADS Chemical reactions affect you all the time, whether it is life sustaining chemical processes occurring in the body or in a thunderstorm. There are many chemical reactions that can be organized into different categories. The mass of reactants and products can be calculated based on the Law of Conservation of Mass. Energy enables you to live, move from place to place, and stay comfortably warm and cool. Almost all of the energy we use comes from chemical reactions including those that take place in our body. All chemical reactions either absorb energy (are endothermic) or produce energy (are exothermic), as a result of the breaking and forming of chemical bonds.

ENDURING UNDERSTANDINGS






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Chemists use statements called equations to represent chemical reactions. Chemists classify chemical reactions that occur regularly. Reactions in aqueous solutions are ones where water is the solvent. Based on the Law of Conservation of Mass, chemical equations have to be balanced, and the amount for each compound (or element) can be calculated. Energy cannot be created nor destroyed; however, energy can be converted from one form to another. Energy involved in chemical changes can be calculated and measured. They can be represented by writing thermochemical equations. Chemical reactions are affected by changes in enthalpy, entropy, and free energy.

ESSENTIAL QUESTIONS • How are the several types of chemical reactions different and similar?

• How do chemical reactions make the products we rely on?

• How is energy involved in chemical and physical processes?

• What are the different parts of a chemical reaction?

• What is the purpose of a chemical reaction?

• How are the different types of chemical reactions similar and different?

• How does the reactivity of a metal affect the outcome of a chemical reaction?

• How is matter conserved?

• What is the application of mathematical manipulations to the production of consumer products?

• How does the mole concept apply to making products in a chemical reaction? How does mass (grams) and volume (liters) relate during a chemical reaction?

• How can a desired amount of product be predicted using stoichiometry?

• How can a quantitative measure of success be determined?

• How to quantify energy of a substance in terms of mass, temperature and specific heat?

• What are involved in the energy changes associated with chemical reactions?










• What is the relationship between the elements created and the mass of a star and the stage of its lifetime?

ASSESSMENT


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• translate chemical equations into sentences.

• write a word equation and a formula equation given a description of a chemical reaction.

• list three requirements for a correctly written chemical equation.

• list three things you can determine about chemical reactants and products from a chemical reaction.

• define and give general equations for synthesis, decomposition, single replacement, double replacement, and combustion reactions. *

• list four types of single replacement reactions and three types of double replacement reactions. *

• predict products of simple reactions, given the reactants. *

• explain the significance of an activity series.

• list the generalizations based on the activity series that apply to single replacement reactions.

• use the activity series to predict whether or not a given reaction will occur and what the products will be.

• identify the quantitative relationships in a balanced chemical equation. *

• balance a formula equation by inspection.

• determine the mole ratios from a balanced chemical equation.

• convert between moles of reactants and products using mole ratios.

• convert between moles and mass of reactants and products using the mole ratios and molar masses.

• convert between mass of reactants and products using the mole ratios and molar masses.

• identify the limiting reactant (reagent) in a problem. **

• identify the excess reagent and calculate the amount remaining after the reaction is complete. **

• calculate the theoretical yield for a given product. *

• determine the percent yield for a chemical reaction. *

• explain what energy is and distinguish between potential and kinetic energy. *

• relate chemical potential energy to the heat lost or gained in chemical reactions. *

• relate bond energies to the heat lost or gained in chemical reactions. *

• describe how a calorimeter is used to measure energy absorbed or released. *

• explain the meaning of enthalpy and enthalpy change in chemical reactions and processes. *

• write thermochemical equations for chemical reactions and other processes. *

• use Hess’s law of summation of enthalpies of reaction to calculate the enthalpy change for a reaction. *

• explain the basis for the table of standard enthalpies of formation. *

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• determine the enthalpy change for a reaction using standard enthalpies of formation data. *

• find the mass, heat change, temperature change, or specific heat, when any three of these values are given. **

• calculate the enthalpy change in a chemical reaction using Hess’ Law based on bond energy or standard enthalpy of formation. **

• calculate the heat absorbed or released in a chemical reaction. **


• Lab: converting copper. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures on: o Detailed description of chemical changes. o Word equations. o Skelton (formula) equations.

• Lab: chemical changes and masses with emphasis on observations. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures on: o Law of Conservation of Mass. o Balanced chemical equations.

• Lectures on types of chemical reactions: o Synthesis. o Decomposition. o Combustion. o Single-replacement. o Double-replacement.

• Lab: Trends of chemical properties for elements (single-replacement reactions). Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lecture on single-replacement reactions: o Reactivity series. o Predicting products for single-replacement reactions.

• Lab: reactions between aqueous solutions of compounds (double-replacement reactions). Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures on double-replacement reactions: * o Ionic equations and net ionic equations o Solubility rules o Predicting products for double-replacement reactions

• Lab: redox reactions. ** Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

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• Lecture on redox reactions. **

• Lectures and in-class activities on: o Concept of mole. o Conversions between number of particles and mole. o Conversions between liter of gas under standard temperature and pressure

(STP) and mole. * o Stoichiometry based on balanced chemical equations. *

• Lab: heat and temperature I. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on: * o Heat capacity. o Specific heat capacity. o Calculations involving heat, heat capacities and temperature.

• Lab: heat and temperature II. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors. *

• Lectures and in-class activities on: * o Bond energy. o Enthalpy of reactions, endothermic versus exothermic. o Relationship between bond energy and enthalpy of reactions. o Hess’ Law and its application in calculating enthalpy of reactions.






RESOURCES • Websites:

o http://phet.colorado.edu/en/simulations/category/new o www.ptable.com o www.my.hrw.com o www.sciencegeek.net o www.chemtopics.com o www.chemmybear.com










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UNIT SEVEN: GASES (4 WEEKS)

STATE STANDARDS


HS-PSI-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate in which a reaction occurs










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BIG IDEAS/COMMON THREADS Many life activities like barbecuing on a gas grill or riding a hot air balloon involve gases. It is important to be able to predict what effect changes in pressure, temperature, volume, or amount, will have on the properties and behavior of gases.

ENDURING UNDERSTANDINGS Gas laws allow you to calculate how pressure, temperature, volume, and the number of moles of a gas will change when one or more of these variables are altered.

ESSENTIAL QUESTIONS • What are the factors that affect pressure, temperature, and volume of a gas?

• How does the amount of matter in the gaseous state relate to the temperature, pressure, and volume of a gas?

• How do gases differ from solids and liquids?

• Why are gases so sensitive to temperature, pressure, and volume conditions?

• How does the kinetic energy of a gas affect the temperature and pressure?

• What experiments did scientist perform to investigate the nature of gases?

• How can the behavior of gases be quantified?

• What is absolute zero and how are scientists trying to achieve absolute zero?

• How can density be changed by a physical change?

• What is the behavior of an ideal gas compared to a “real” gas?

• How is a gas affected by the amount of matter present?

• How do pressure, volume, mass, and temperature relate quantitatively?

• What is the relevance of gas behavior in the world?



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ASSESSMENT • Lab Experiments/Activities, Formative Quizzes, Summative Unit Test



• use models on the microscopic scales to explain macroscopic material properties. *

• state the Kinetic Theory of Matter and describe how it explains certain properties of matter. *

• list the five assumptions of the kinetic theory of gases. *

• define the terms ideal and real gas. *

• describe the characteristic properties of gases: expansion, low density, fluidity, compressibility, and diffusion.

• describe the conditions under which a real gas deviates from ideal behavior. *

• explain why the measurable quantities of volume, pressure, temperature, and number of molecules of gas are needed to describe properly the state, or condition, of a gas.

• define pressure, explain how it is measured, and convert between common units of pressure. *

• state the standard conditions of temperature and pressure.

• use Dalton's Law of partial pressures to calculate partial pressures and total pressure. *

• use Boyle's Law to calculate volume-pressure changes at a fixed temperature. *

• use Charles' Law to calculate volume-temperature changes at fixed pressure. *

• use Gay-Lussac's Law to calculate pressure-temperature changes. *

• apply the Combined Gas Law in problem solving. *

• state Avogadro’s principle, and explain its significance. *

• define standard molar volume of a gas, and use it as a conversion factor to calculate gas masses and volume. *

• using the ideal gas law, calculate one of the quantities: pressure, volume, temperature, amount of gas-when the other three are known. *

• using the ideal gas law, calculate the molar mass or density of a gas. *

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• explain how Gay-Lussac’s law and Avogadro’s principle apply to the volumes of gases in chemical reactions. *

• use a chemical equation to specify volume ratios for gaseous reactants and/or products. *

• use volume ratios, standard molar volume, and the gas laws where appropriate to calculate volumes, masses or molar amounts of reactants or precuts in reactions involving gases. **


• Ask essential questions.

• Lab: properties of gases. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and online simulations on gases: o Description of behaviors for gases based on Kinetic Molecular Theory. * o Temperature, volume, and pressure relationships using online simulations. o Gas laws –

▪ Boyle’s law ▪ Charles’ law ▪ Gay-Lussac’s law

o Calculations involving gas laws.

• Lectures and in-class activities on ideal gas law and associated calculations. *

• Lectures and in-class activities on Dalton’s Law of Partial Pressures. *

• Lectures and in-class activities on Avogadro’s Principle. *






RESOURCES

• Textbooks:









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UNIT EIGHT: SOLUTIONS (4 WEEKS)

STATE STANDARDS


HS-PSI-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate in which a reaction occurs

HS-PSI-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium









reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason

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CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real















RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.




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W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.











BIG IDEAS/COMMON THREADS Air, fluids in the body, and some of the foods we ingest are solutions. Because they are so common, learning about their behavior is fundamental to understanding chemistry. Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment.

ENDURING UNDERSTANDINGS Solutions can be described and categorized differently. The concentration of a solution can be calculated. Solutes affect the properties of solutions. Heterogeneous mixtures contain substances that exist in distinct phases. Acids and bases have real life significance. The human body functions properly only when delicate acid base balances are maintained, crops grow best in soil with proper pH, substances released into the atmosphere as pollutants form acid rain and foods as well as many substances used in the home are acids and bases.

ESSENTIAL QUESTIONS • Why do some substances dissolve, while others settle out?

• Why do dissolved substances react, while their solid forms do not?

• How would the acids and bases be described both qualitatively and quantitatively?



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• How can the concentration of a solution be calculated?

• What are the applications of different types of concentrations?

• How does the amount of solute affect the behavior of a solution?

• What are the colligative properties for solutions?

• What are acids and bases?

• What are the impacts of acids and bases on our daily lives?










ASSESSMENT





• describe the characteristics of solutions and identify the various types.

• relate the intermolecular forces and the process of solvation. *

• define solubility and identify factors affecting it.

• use solubility rules to predict precipitates in reactions. *

• state the concentration of solutions in different ways.

• calculate the concentrations of solutions.

• solve stoichiometric problems involving solutions. *

• explain the nature of colligative properties.

• describe four colligative properties of solutions.

• identify the properties of suspensions and colloids.

• define Arrhenius acids and bases.

• define acid and list several common acids by name and formula.

• distinguish between strong and weak acids and bases.

• calculate pH, pOH and their respective molar concentrations.

• understand the neutralization reaction. **


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• Lab: it’s all in the taste. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Ask essential questions regarding solutions.

• Lectures and in-class activities on solutions: o Kinetic Molecular Theory applied to solutions. * o Components of a solution. o Types of solutions. o Concentrations of solutions, definitions and calculations.

• Lab: what is soluble and how much? Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on: o Solubility. o Solubility rules. o Solubility curve and associated calculations.

• Demonstration: Colligative properties. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on colligative properties of solutions: * o Boiling point elevation. o Freezing point depression. o Vapor pressure depression. ** o Osmotic pressure. **

• Lab: acidity and basicity of common household chemicals. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on acids and bases: o Arrhenius definition of acids and bases. o Strong and weak acids/bases. o Definition of pH and pOH. o Calculations of pH and pOH of solutions. o Neutralization reactions. **






RESOURCES

• Textbooks:

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UNIT NINE: CHEMICAL EQUILIBRIUM AND KINETICS (4 WEEKS)

STATE STANDARDS

HS-PSI-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium

HS-PSI-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction

HS-PSI-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the process of fission, fusion, and radioactive decay





HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation

HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s Systems result in changes in climate




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RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


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RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.











BIG IDEAS/COMMON THREADS Forward and reverse reactions balance each other out because they occur at equal rates. Maintaining equilibrium is essential in nature.

ENDURING UNDERSTANDINGS Many reactions and processes reach a state of equilibrium. Various factors effect chemical equilibrium. Equilibrium concentrations of reactants and products and solubility can be calculated.

ESSENTIAL QUESTIONS





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• How do people use the equilibrium model of chemical interactions to represent, analyze, and communicate structure and relationships in chemical systems and chemical interactions?

• How do reactions start in the first place and how fast do they go?

• What factors that influence the equilibrium of a chemical reaction?

• What are the factors that affect the rate of reaction?










• How does the energy from the nuclear fusion in the sun reach earth’s core?

• How is climate change related to energy flow?

ASSESSMENT





• observe and explain the concept of dynamic equilibrium in both physical and chemical systems. *

• describe how various factors affect chemical equilibrium. *

• explain how Le Chatelier’s principle applies to equilibrium system. *

• explain the common ion effect. **

• relate rates of chemical reactions to collisions between reacting particles. *

• identify factors that affect the rates of chemical reactions. *

• explain the role of a catalyst. *

• express the relationship between reaction rate and concentration. **

• determine reaction orders using the method of initial rates. **

• calculate equilibrium constants from concentration data. **

• calculate the solubility of a compound from its solubility product constant. **


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• Demonstration: chemical equilibrium. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Ask essential questions regarding chemical equilibrium.

• Lectures and in-class activities on equilibrium: * o Nature of equilibrium processes. o Collision theory. ** o Application of collision theory in chemical equilibriums. ** o Factors that affect chemical equilibriums. o Le Chatelier’s Principle. **

• Demonstration: kinetics. Subsequent lectures will be linking the models on the microscopic atomic/ionic and molecular level to the macroscopically observed behaviors.

• Lectures and in-class activities on kinetics: o Rates of chemical reactions. o Relationship between reaction rate and concentrations. ** o Application of collision theory in chemical kinetics. ** o Factors affect rate of chemical reactions. o Role of catalysts.






RESOURCES

• Textbooks:













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river dell regional school district chemistry curriculum...the sequence of topics has been designed...

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