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CURRICULUM MANAGEMENT SYSTEM

MONROE TOWNSHIP SCHOOLS

Course Name: Honors Lab Chemistry Grade: 10

For adoption by all regular education programs Board Approved: October 2011 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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TABLE OF CONTENTS

Monroe Township Schools Administration and Board of Education Members Page ….3

Acknowledgments Page…..4

District Vision, Mission, and Goals Pages….5

Introduction/Philosophy/Educational Goals Page….6

Core Curriculum Content Standards Page….7

Scope and Sequence Pages….8-11

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages….12-62

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

Ms. Sharon M. Biggs, Administrative Assistant to the District Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

STUDENT BOARD MEMBERS

Mr. Jonathan Kim Ms. Aneri Patel

mailto:[email protected]






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ACKNOWLEDGEMENTS

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System:

WRITERS NAME

Antonio J. Pepe

CURRICULUM SUPERVISOR

Bonnie J. Burke, District K-12 Supervisor Sciences & Social Studies

TECHNOLOGY STAFF

Eliot Feldman Al Pulsinelli

Reggie Washington

SECRETARIAL STAFF

Debby Gialanella Gail Nemeth

Karen Rucando

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MONROE TOWNSHIP SCHOOLS

VISION, MISSION, AND GOALS

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well trained committed staff in a safe and orderly environment.

Goals

Raise achievement for all students paying particular attention to disparities between subgroups.

Systematically collect, analyze, and evaluate available data to inform all decisions.

Improve business efficiencies where possible to reduce overall operating costs.

Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.

Provide early interventions for all students who are at risk of not reaching their full potential.

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PHILOSOPHY

Our philosophy is to provide students with a multitude of opportunities in which they can experience a quality education. While our educational programs take into account the physical, social, and emotional needs of our students, the primary educational focus continues to be largely academic in nature. We believe that students learn best when they are able to actively construct meaning. Science is a process, a way of thinking about and investigating the world in which we live. Emphasis in science is placed on students being actively engaged in real-life problem solving. We believe that learning is best experienced when it is student-centered and challenges the capacity to hypothesize, theorize and clearly articulate responses. We recognize that students come to school with prior knowledge and pre-existing assumptions about the world around them. We believe that the science curriculum should be problem and/or scenario based and allow students to interact with the content.

The curriculum represents the expressions of educational ideas in practice. Our curriculum is guided by the use of essential Questions and Big Ideas that help facilitate student-thought and content integration. As our students continue to grow in an interconnected and changing world, it is our belief that they must become equipped to be global citizens by learning skills of effective cooperation and collaboration for global problem solving. STEM Academy The Monroe Township High School STEM Academy (Science, Technology, Engineering, & Mathematics) is predicated on research that supports the creation of a rich, student-centered, inquiry-based, innovative learning community. Our STEM philosophy endeavors to incorporate a challenging, multi-disciplinary-integrated curriculum model that is infused with a variety of real-world applications for global problem-solving. With the clear integration of the sciences, technology, engineering, and mathematics students can navigate through an interconnected framework of courses designed to expand conceptual understanding, promote critical thinking, and enhance scientific literacy to support research and discovery. Our overarching goal is to foster a rigorous academic environment that is highly engaging, collaborative, and challenges each individual learner to become fully college and career ready for work in our global society.

EDUCATIONAL GOALS

Honors Chemistry is designed to meet the various curriculum requirements for an introductory course in chemistry. The major emphasis is on the structure of matter and how that structure influences chemical and physical properties. Laboratory experiences lead to theory development, which, in turn, leads to practical application. During the course, the student will acquire a greater facility in analytical and critical thinking, a firm foundation on which to build further scientific studies and a better understanding of the role of chemistry in today's world. Those students who successfully master the content of this course should be well-positioned to continue onto AP Chemistry if they so desire.

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NJDOE: CORE CURRICULUM CONTENT STANDARDS

A note about Common Core State Standards for Science The New Jersey State Standards for Science were adopted by the state of New Jersey in 2009. The Cumulative Progress Indicators (CPIs) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Common Core State Standards for Science may also be found at:

http://www.state.nj.us/education/cccs/2009/final.htm

The Common Core State Stadards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, and Mathematics (“the standards") are the culmination of an extended, broad-based effort to create the next generation of K-12 standards, in order to help ensure that all students are college and career ready in literacy no later than the end of high school. These standards have also been integrates into the district wide science curriculum.

http://www.corestandards.org/the-standards/mathematics

http://www.corestandards.org/the-standards/english-language-arts-standards

http://www.state.nj.us/education/cccs/2009/final.htm

http://www.corestandards.org/the-standards/mathematics

http://www.corestandards.org/the-standards/english-language-arts-standards

SCOPE AND SEQUENCE:

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Quarter I Big Idea I: Change Big Idea II: Relationships

Properties of & Changes in Matter

A. Branches of Chemistry B. Building Blocks of Matter C. Physical & Chemical Properties of Matter D. Indicators of Physical & Chemical Change E. Classification of Matter

a. Pure Substances i. Elements & Compounds

b. Mixtures i. Homogeneous & Heterogeneous

F. The Periodic Table G. Types of Elements

Scientific Measurement

A. Observing and Collecting Data B. The Scientific Method C. SI Measurement D. SI Base Units E. Derived SI Units F. Conversion Factors G. Accuracy and Precision H. Significant Figures I. Scientific Notation J. Direct & Inverse Proportions

Quarter I Big Idea III: Structure & Function

Atomic Concepts & the Periodic Table

A. Atomic Theory B. Structure of the Atom C. Isotopes D. Relative & Average Atomic Masses E. Properties of Light F. Bohr Model of the Hydrogen Atom G. Atomic Orbitals & Quantum Numbers H. Electron Configurations I. History of the Periodic Table J. Periodicity

a. Atomic & Ionic Radius, Ionization Energy, Electron Affinity, Electronegativity

SCOPE AND SEQUENCE:

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Quarter II Big Idea IV: Structure Big Idea V: Change

Chemical Bonding

A. Types of Chemical Bonding B. Ionic, Polar Covalent, Nonpolar Covalent C. Diatomic Molecules D. The Octet Rule (and Exceptions to the Octet Rule) E. Electron Dot Notation F. Lewis Structures

a. Multiple Covalent Bonds b. Resonance c. Polyatomic Ions

G. Characteristics of Ionic, Molecular, and Metallic Compounds H. VSEPR Theory I. Hybridization J. Intermolecular Forces

a. Hydrogen Bonding b. Dipole-Dipole c. London Dispersion

Chemical Formulas & Reactions

A. Significance of a Chemical Formula B. Monatomic Ions C. Binary Ionic Compounds D. Binary Molecular Compounds E. Stock System of Nomenclature F. Oxidation Numbers G. Formula Mass H. Molar Mass I. Molar Mass Conversions J. Percent Composition K. Empirical & Molecular Formula L. Symbols Used in Chemical Equations M. Word & Formula Equations N. Balancing Chemical Equations O. Types of Chemical Equations

a. Synthesis (Composition) b. Decomposition c. Single Replacement d. Double Replacement e. Combustion

P. Activity Series of Elements Q. Predicting Products of a Chemical Equation

SCOPE AND SEQUENCE:

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Quarter III

Big Idea VI: Quantities & Change Big Idea VII: Relationships Stoichiometry

A. Mole Ratios B. Conversions of Quantities

a. Mole/Mole Conversions b. Mass/Mole Conversions c. Mass/Mass Conversions d. Conversions Using the Standard Molar Volume of a Gas

C. Stoichiometry of Gases D. Limiting Reactants E. Percent Yield

Gas Laws Physical Characteristics

A. Kinetic Molecular Theory of Gases B. Nature of Gases C. Ideal Gas vs. Real Gas D. Deviation from Ideal Gas Behavior E. Pressure & Force F. Gas Laws

a. Boyle’s Law (Pressure & Volume Relationship) b. Charles’ Law (Volume & Temperature Relationship) c. Gay-Lusaac’s Law (Pressure & Temperature Relationship) d. Combined Gas Law (Pressure, Volume, & Temperature

Relationship) G. Dalton’s Law of Partial Pressures

Molecular Composition A. Avogadro’s Law B. Molar Volume of Gases C. Ideal Gas Law D. Ideal Gas Constant E. Effusion & Diffusion F. Graham’s Law of Effusion

SCOPE AND SEQUENCE:

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Quarter IV

Big Idea VIII: Characteristics Big Idea IX: Behavior Liquids & Solids

A. Kinetic Molecular Theory – Liquids & Solids B. Crystalline & Amorphous Solids C. Changes of State D. Equilibrium E. Le Chatelier’s Principle F. Equilibrium Vapor Pressure G. Phase Diagrams H. Structure of Water I. Physical Properties of Water

Solutions

A. Solutions, Suspensions, & Colloids B. Tyndall Effect C. Electrolytes & Nonelectrolytes D. Rate of Dissolution E. Solubility F. Saturation G. Heats of Solution H. Concentration of Solutions (Molarity & Molality) I. Net Ionic Equations J. Colligative Properties

Quarter IV

Big Idea X: Systems Acids & Bases

A. Characteristics of Acids & Bases B. Acid/Base Nomenclature C. Acid/Base Theories

a. Arrhenius b. Brønsted-Lowry c. Lewis

D. Conjugate Acids & Bases E. Amphoteric Compounds F. Neutralization Reactions G. Ionization Constant of Water H. pH Scale I. Calculations with pH J. Molarity & Titrations

BIG IDEA I: Change

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BIG IDEA I: Change Curriculum Management System

COURSE NAME: Honors Chemistry OVERARCHING GOALS

1. All students will understand that science is both a body of knowledge and evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

2. Investigate, research, and synthesize data and information to understand meaningful real-world problems.

ESSENTIAL QUESTIONS How do we classify things around us? What relationships exist among different kinds of matter? How and why does matter change?

SUGGESTED BLOCKS FOR INSTRUCTION: 5

BIG IDEA I: Change

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KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to:

• There are multiple branches within the realm of chemistry.

• While some overlap does exist, each branch of chemistry has unique attributes. (5.1.12.D.1) (5.1.12.D.2)

• Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are arranged, and by the strength of the forces of attraction between the atoms, ions, or molecules.

• In the Periodic Table, elements are arranged according to the number of protons (the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements.

Sample Conceptual Understandings Branches of Chemistry Directions: For each of the following professions, indicate which branches of chemistry are applicable: 1. An environmental scientist wants to determine if there is any mercury present in a local stream. First, he obtains a water sample for analysis with lab instruments. Next, he reads up on the impact of mercury on living things in an aquatic environment. Finally, he runs tests on fish from the stream to determine the level of mercury in their bodies. Physical/Chemical Changes 1. Label each process as a physical or chemical change: a. perfume evaporating on your skin b. butter melting c. wood rotting d. charcoal heating a grill e. autumn leaves changing color f. a hot glass cracking when placed in cold water g. melting copper metal

• Describe the following branches of chemistry: organic, inorganic, analytical, theoretical, biochemistry, and physical chemistry.

• Intensive properties do not depend on the amount of matter.

• Extensive properties are dependent upon the amount of matter. (5.2.12.A.2)

• Identify examples of intensive properties of matter.

• Identify examples of extensive properties of matter.

• A physical property is a characteristic that can be observed without changing the identity of the substance.

• A chemical property is a substance’s ability to undergo changes that transform it into different substances. (5.2.12.A.2)

• List several common physical properties of a substance.

• List several common chemical properties of a substance.

• Provide examples of a physical change.

• Provide examples of a chemical change.

• Matter is composed of atoms. • The 3 primary states of matter

are solid, liquid, and gas. (5.2.12.A.1)

• Describe the characteristics of the 3 primary states of matter.

• Differentiate among the 3 primary states of matter.

BIG IDEA I: Change

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• Matter can be classified as a mixture or a pure substance based on its properties.

• Pure substances are elements & compounds.

• Mixtures can be homogeneous or heterogeneous. (5.2.12.A.2)

• Differentiate between a mixture and a pure substance.

• Describe the similarities and differences between an element and a compound.

• Describe the similarities and differences between a homogeneous and a heterogeneous mixture.

• The Periodic Table is arranged in a systematic manner.

• There are regions of the Periodic Table in which metals, nonmetals, and metalloids are found.

• An element’s position on the Periodic Table can help us predict its properties. (5.2.12.A.3)

• Label the pieces of information given in a single element box on the Periodic Table.

• Using a Periodic Table, label the locations of the metals, nonmetals, and metalloids.

• Describe some basic characteristics of metals, nonmetals, and metalloids.

BIG IDEA I: Change

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21st Century Skills

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Technology Based Activities http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119 http://www.iste.org/standards/nets-for-students.aspx

Learning Activities

Laboratory Activities: 1) “Evidence for Chemical Change” handout from Modern Chemistry Holt, Rinehart, & Winston; 2) “A.5 Metal or Nonmetal” from Chemistry in the Community W.H Freeman & Co. p. 115 (RST 3) Performance Assessment Task Sample You are an instructor for the educational organization Fun Science!, which specializes in organizing exciting

learning opportunities for young learners. You have been asked to prepare the upcoming activity night, with the topics being Classification of Matter & Physical/Chemical Changes. Your goal is to design a challenging and exciting “hands-on” learning experience for children ages 10-12. You must incorporate content that will leave children understanding the difference between physical and chemical change, as well as how matter can be categorized. You have a wealth of resources available, and must keep the activities varied in order to keep the children engaged. You will submit a lesson plan that includes:

• Proposed activities with approximate timing • Resources needed • Explanation of real world connections • Safety precautions necessary

Teacher Ask the students:

• Which is the most effective water-softening method? • What relationship is there between the amount of calcium ions remaining in the filtrate and the

dispersion (cloudiness) of hand soap? • What characteristics make a mixture easy to separate?

(Analysis, Synthesis, Evaluation)

https://postoffice.monroe.k12.nj.us/owa/redir.aspx?C=0d1032fd288248cba396e0fd4bc5d9a6&URL=http%3a%2f%2fwww.p21.org%2findex.php%3foption%3dcom_content%26task%3dview%26id%3d254%26Itemid%3d119

https://postoffice.monroe.k12.nj.us/owa/redir.aspx?C=0d1032fd288248cba396e0fd4bc5d9a6&URL=http%3a%2f%2fwww.iste.org%2fstandards%2fnets-for-students.aspx

BIG IDEA I: Change

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As

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NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses).

Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

Diagnostic/Pre – Assessment: Icebreaker – Assess prior knowledge of general chemistry concepts Informal pre-assessment (Do Now) on physical/chemical change

Open-Ended (Formative) Assessment: Differentiated group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics

(Synthesis, Analysis, and Evaluation). Laboratory activities to reinforce and assess application of concepts and skills.

Summative Assessment: Assessment questions should be open-ended and should follow the general format illustrated in the Essential Questions/Sample

Conceptual Understanding section. (Synthesis, Analysis, Evaluation) Assessment strategies will address a diverse array of learning modalities. Students will record laboratory data in laboratory notebook, a process that will be supplemented by the iPad2 technology. Students will write up formal lab reports when assigned.

(RST 1, 2, 3, 5, 7, 10)(WHST 2, 4, 5, 8)

Addi

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 1 (pp. 4 – 27) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm http://www.files.chem.vt.edu/RVGS/ACT/notes/Properties_of_Matter.html

http://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm

http://www.files.chem.vt.edu/RVGS/ACT/notes/Properties_of_Matter.html

BIG IDEA II: Relationships

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BIG IDEA II: Relationships Curriculum Management System


1. All students will understand that science is both a body of knowledge and evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.


ESSENTIAL QUESTIONS How is scientific knowledge generated and validated? How does what we measure influence how we measure? Why are significant figures an important part of performing lab calculations & expressing lab results?



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• The Scientific Method is a universally employed investigative problem-solving approach. (5.1.12.B.1)

• Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles.

• Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations.

• Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence.

Sample Conceptual Understandings Precision & Accuracy 1. Three students were asked to determine the volume of a liquid by a method of their choosing. Each did three trials. The table below shows the results. (The actual volume is 24.80 mL.) First, complete the table by filling in the average volume.

Student #1 Student #2 Student #3 Trial 1 24.20 mL 23.60 mL 24.70 mL Trial 2 24.60 mL 25.50 mL 24.80 mL Trial 3 24.00 mL 24.80 mL 24.70 mL

AVERAGE a. Calculate the PERCENT ERROR for each student. Which students’ measurements showed the greatest accuracy? b. Which students’ measurements showed the greatest precision?

• Apply the scientific method to a real-world investigative situation.

• Scientific instruments are used to collect data.

• Scientists must use sound data collection techniques to ensure accurate and precise data. (5.1.12.A.1)

• Demonstrate proper use of various lab instruments.

• Describe the difference between “precision” and “accuracy”.

• Indicate whether a given set of data is “precise” or “accurate”

• Calculate percent error for a given set of data, and explain its significance.

• Anything that has mass and volume is considered “matter.”

• Density expresses a ratio of mass-to-volume for matter. (5.1.12.B.2)

• Relate density to variables mass or volume in problem-solving situations.

• Calculate the density of a given sample of matter using proper lab procedure and techniques.

• The SI system of measurement is universally employed.

• SI base units are the default unit of measurement for quantities of length, mass, time, temperature, and amount of substance.

• SI derived units are combinations of SI base units used to quantify area, volume, density, molar mass, concentration, molar volume, and energy. (5.1.12.B.2)

• Identify SI base units for length, mass, time, volume, and density.

• Identify SI derived units for volume, density, and molar mass.

• Use SI (metric) prefixes to express quantities in appropriate units.

• Use conversion factors to convert between SI base units and different metric unit variations of that expressed quantity.


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• Scientific numbers should be expressed properly based on uncertainty.

• Significant figures are used to account for potential uncertainty in measurement.

• Rules for significant figures in performing mathematical operations allow for proper expression of scientific data. (5.1.12.B.4)

Percentages/Significant Figures 2. A 367.10 g sample of an unknown compound is found to contain 27.74% Mg, 23.56% P, and 48.70% O. A. What is the mass of each element in the compound? Application/Critical Thinking Answer the following question. Show ALL work. Express your answer to the correct number of significant figures.

1. A single atom of magnesium has an atomic radius of 150.0 pm. a) Assume that an atom of Magnesium has a spherical

shape. Find the volume of a single atom using the equation for volume of a sphere:

b) How many magnesium atoms are in a line that is 2.75m long? (Hint 1 m = 1 x 1012pm)

• Explain the concept of uncertainty of measurement.

• Identify the general graphic representations for direct and indirect proportions.

• Perform mathematical operations and express answers using significant figure rules.

• Express numbers in scientific notation to adhere to significant figure rules.


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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Beverage Density Lab” handout from Flinn Scientific; 2) “Density of Metals Lab” from Chemistry handouts. (RST 3) Performance Assessment Task Sample You are a chemist for a beverage company that manufactures sweet beverages. To improve product quality,

your goal is to record the % sugar content in fruit punch, iced tea, and lemonade made by your company. You will report your results to the company’s VP of Research & Development. The company is concerned that some of its beverages contain too much sugar. You need to prepare calibrating solutions of 0%, 5%, 10%, 15%, 20% sugar in water. You will record the density of these solutions and create a calibration curve of densities. Your submitted report should include:

• Short description of the data collection process • Neat, accurate, and readable calibration curve and data tables • Communication of experiment’s results with recommendations for product changes


• What is the purpose of a calibration curve for this experiment? • How does the density of the solution change as the percent sugar increases? • What are some issues with using these tests alone to confirm the percentage of sugar in each drink?

(Analysis, Synthesis, Evaluation) (5.1.12.B.3)




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Asse

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Mod

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Diagnostic/Pre – Assessment: Math knowledge and skills pre-test Graphing pre-assessment


(Synthesis, Analysis, and Evaluation).



(RST 2, 3, 4, 5, 6, 10)(WHST 2, 4, 6, 7, 10)

Addi

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 2 (pp. 28 – 59) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://www.chymist.com/Measurement.pdf http://library.thinkquest.org/28330/Learn/Chapter_2/chapter_2.html

http://www.chymist.com/Measurement.pdf

http://library.thinkquest.org/28330/Learn/Chapter_2/chapter_2.html

BIG IDEA III:

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BIG IDEA III: Structure & Function Curriculum Management System




ESSENTIAL QUESTIONS How is the Periodic Table organized? How can knowledge of atomic theory assist in predicting an atom’s behavior?


BIG IDEA III:

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• Atomic theory has evolved throughout history with many contributors.

• Experiments were conducted that resulted in the discovery of electrons, protons, and the atomic nucleus. (5.2.12.A.1)

• In the Periodic Table, elements are arranged according to the number of protons (the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements.

• In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.

• An atom’s electron configuration, particularly of the

outermost electrons, determines how the atom interacts with other atoms.

Sample Conceptual Understandings Atomic Theory As a means for concluding our discussion on atomic theory, you will construct a well-planned essay. The following scientists were discussed in class, and your essay should include information about each:

• Democritus & the Greeks • John Dalton • J.J. Thomson • Robert Millikan • Ernest Rutherford

Your essay should include the following information: -Experiments done by each scientist (if applicable). -Time period during which the experiment was conducted. -Contributions to atomic theory made by each scientist. *The essay should culminate with an analysis of the impact these theorist had on modern atomic theory.

• Describe the contributions of Democritus, Dalton, Thomson, Rutherford, and Bohr to atomic theory.

• Explain the “Cathode Ray Tube” experiment and discuss its implications.

• Explain the “Gold Foil” experiment and discuss its implications.

• Isotopes are atoms of the same element with different masses.

• The number of neutrons in the atomic nucleus for a given atom may vary, resulting in atoms of the same element having differing masses.

• Relative atomic mass is a relative scale for atomic mass based on atomic mass units (amu), which is 1/12 the mass of the C-12 atom.

• Average atomic mass is the weighted average of the atomic masses of the naturally occurring isotopes of an element. (5.2.12.A.4)

• Identify the number of protons, neutrons, and electrons in an atom that is expressed in isotope notation.

• Express the symbol of an atom in isotope notation.

• Calculate the average atomic mass of various elements using known abundance values of their isotopes.

• Light has a dual wave-particle nature.

• Frequency and wavelength are inversely proportional.

• The photoelectric effect results in ejecting of electrons from the surface of a metal, due to light shining on the metal.

• Explain how frequencies of emitted light are related to charges in electron energies.

• Describe the relationship between wavelength and frequency of light.

BIG IDEA III:

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• Electrons in an atom can become excited, causing them to move from the ground state to an excited state.

• An excited atom returning to the ground state results in an emission of light.

• Bohr used the idea of photon emission to propose a model for the atom consisting of fixed paths called orbits around the nucleus. Bohr’s model was found to be valid in explaining the spectrum for hydrogen only. (5.2.12.B.1)

Isotopes Rubidium has two common isotopes, Rb-85 and Rb-87. If the abundance of Rb-85 is 72.2% and the abundance of Rb-87 is 27.8%, what is the average atomic mass of rubidium? Electron Configurations Write electron configurations for the following elements: a) Be b) Cu c) Ag Periodic Trends Directions: Prepare a graph of atomic radius, ionization energy, electron affinity, and electronegativity. Describe the trend that is observed for each, and explain why that is the observed trend. Wavelength, Frequency, Speed of Light Which of the waves shown below has a HIGHER frequency: (Circle One)

In the space provided, show how the speed of light (c) can be written in an equation with the wavelength (λ) and frequency (ν).

• Draw a model of the Bohr atom. • Record the emission spectrum of a

gaseous element using a spectrometer.

• Predict the identity of an unknown element using a known emission spectrum.

• Electrons actually exist in 3D orbitals, not in orbits.

• Quantum numbers are used to describe the properties of atomic orbitals. (5.2.12.B.1)

• Describe the Pauli exclusion principle.

• Identify the function of the principal, angular momentum, magnetic, and spin quantum numbers.

• Draw representative models of “s” and “p” orbitals.

• Electron configurations indicate the approximate location of electrons within an atom.

• According to the Heisenberg Uncertainty Principle, it is impossible to pinpoint the exact location of an electron at any instant. (5.2.12.B.1)

• Write full electron configurations for a given element.

• Express an electron configuration in orbital notation, and in noble gas notation for a given element.

• Explain the Heisenberg Uncertainty Principle.

• Explain Hund’s Rule.

BIG IDEA III:

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• The Periodic Table has evolved over the years due to contributions by Mendeleev and Moseley.

• The modern Periodic Table arranges elements according to atomic number. (5.2.12.A.3)

c = Label the diagrams “Emission” or “Absorption”:

_______________ ______________ Electron Configurations Write the full electron configuration for the following elements:

a) Si b) Fe

Write the orbital notation for the following elements: a) Mg b) C

Write the noble gas notation for the following elements: a) Mo b) Rb

• Describe the process used by Mendeleev to construct the first Periodic Table.

• Identify cases in which Moseley’s method (ordering by atomic number) would have caused a different ordering from Mendeleev’s.

• The periodic law can be used to predict the physical and chemical properties of elements.

• Elements belonging to the same group in the Periodic Table are interrelated.

• There are characteristic groups on the Periodic Table named for their properties unique to that group. (5.2.12.A.3)

• Locate Alkali Metals, Alkaline Earth Metals, Transition Metals, Lanthanides, Actinides, Halogens, and Noble Gases on a Periodic Table.

• Identify similarities among elements in a given group on the Periodic Table.

• There are certain properties of elements that are “periodic.”

• Trends in elemental properties can be predicted based on group trends and period trends. (5.2.12.A.3)

• Define atomic radius, ionic radius, ionization energy, electron affinity, and electronegativity.

• Describe the group trends and period trends for each property listed above.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Quantum Leap Lab” from Flinn Scientific; 2) “Emission Spectroscopy Lab” from Flinn Scientific; 3) “Counting by Measuring Mass Lab” from Chemistry handouts; 4) “Periodic Law: It’s in the Cards” from Flinn Scientific; 5) “Isotopes of a Penny Lab” from Chemistry handouts; (RST 3) Performance Assessment Task Sample You are a chemist in the 1860’s trying to create an orderly table of known elements before Dmitri Mendeleev.

You will be given cards with information and data for various unknown elements. Based on this information, students will create a Periodic Table by arranging the cards appropriately. You will organize a Periodic Table and present your proposed arrangement to a group of peers. You will explain your rationale for organizing the table in this manner, and identify and inconsistencies with the ordering. Teacher Ask the students:

• What problems/inaccuracies did you encounter while arranging your table? • What problems do you imagine Dmitri Mendeleev encountered when he arranged his table? • Can you determine the identity of the unknown elements on the card?

(Application, Synthesis, Evaluation) (5.1.12.B.1)



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Diagnostic/Pre – Assessment: Atomic structure KWL chart Atomic structure “Quickwrite” pre-assesment (Write about everything you know to be true about the structure of the atom)


(Synthesis, Analysis, and Evaluation). Summative Assessment: Assessment questions should be open-ended and should follow the general format illustrated in the Essential Questions/Sample


(RST 1, 2, 3, 4, 5, 7, 8, 10)(WHST 1, 2, 4, 5, 8, 10)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 3 (pp. 64 – 89) Chapter 4 (pp. 91 – 121) Chapter 5 (pp. 122 – 159) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://www.iun.edu/~cpanhd/C101webnotes/composition/dalton.html http://itl.chem.ufl.edu/2041_u01/lectures/lec_12.html

http://www.iun.edu/~cpanhd/C101webnotes/composition/dalton.html

http://itl.chem.ufl.edu/2041_u01/lectures/lec_12.html

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BIG IDEA IV: Structure Curriculum Management System




ESSENTIAL QUESTIONS How does structure affect behavior? How are the principles of chemical bonding evident in the real world?


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• Chemical bonding tendencies between elements can be predicted by their position on the Periodic Table.

• Electronegativity difference is a predictor of bond type. (5.2.12.A.3)

• Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions.

• Intermolecular forces are a function of the structure and positioning of atoms in the molecules of a sample of matter. The intermolecular forces affect the observable properties of the sample.

Sample Conceptual Understandings Electronegativity & Bond Type

1. Why is fluorine (F) the most electronegative element? 2. Why do Helium, Neon, and Argon have no

electronegativity value? 3. How are a polar covalent and a nonpolar covalent

bond similar? How are they different? Directions: Fill in the table below for each pair of elements.

Elements Bonded

Electronegativity Difference

Bond Type

O and Cl

Br and Br

Rb and F

• Indicate the bond type between elements given their position on the Periodic Table.

• Calculate the electronegativity difference between elements and predict the bond type (Ionic, Polar Covalent, Nonpolar Covalent).

• A covalent bond forms when valence electrons are shared between adjacent atoms.

• When atoms bond, there are simultaneous attractions and repulsions occurring between subatomic particles.

• Bond strength is reflected by the amount of energy needed to break a bond, and that longer bonds tend to be weaker. (5.2.12.B.1)

• Describe the process of covalent bond formation, explaining attractions and repulsions that are present.

• Define the terms bond energy and bond length.

• Explain the Octet Rule and its significance in chemical bonding.

• Identify exceptions to the Octet Rule and reason as to why the exceptions exist.

• Lewis structures are an important means for expressing electron-sharing that occurs between atoms. (5.2.12.B.1)

• Draw Lewis structures for given compounds, including the following concepts where necessary:

o Multiple bonds o Resonance structures o Polyatomic ions o Exceptions to the Octet Rule

• Identify the diatomic elements and draw their Lewis structures.

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• Types of bonding that occur within a compound influence the properties of the compound. (5.2.12.B.1)

VSEPR Theory Predict the molecular geometry of the Lewis structures #1-4 from the previous problem, using the VSEPR theory. N2______________________________

ClO2-__________________________

BCl3___________________________

Intermolecular Forces Indicate which types of intermolecular forces occur between adjacent molecules of each compound. N2______________________________ CaCl2___________________________

BCl3___________________________

Bond Energy Given the following bond energies: BOND BOND ENERGY

C – H 413 kJ/mol C – Cl 330 kJ/mol C ≡ O 803 kJ/mol

Which molecule, CO2 or CH3Cl, would require the MOST total energy added to completely break all bonds?

• Compare the characteristics of ionic, molecular, and metallic compounds.

• Examine several samples of matter, perform laboratory tests, and predict the type of bonding that occurs in the compound.

• The polarity of each bond, along with the geometry of the molecule, determines molecular polarity.

• Lewis structures can be used to predict the geometry and polarity of a molecule. (5.2.12.A.2)

• Using the VSEPR Theory, predict the 3D shape of a given molecule.

• Assign polarity to a given molecule, using the VSEPR Theory and electronegativity values.

• Intermolecular forces exist between adjacent molecules.

• Intermolecular forces can be predicted using Lewis structures and VSEPR Theory.

• The strength of intermolecular forces affects the properties of the sample of matter. (5.2.12.A.2)

• Assign hybridization type to a given molecule.

• Identify intermolecular forces that exist between molecules. Include:

o dipole-dipole o hydrogen bonding o London dispersion forces

• Make and test predictions on molecular properties based on intermolecular forces that exist.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Molecular Model Kits” from Chemistry handouts; 2) “Chemical Bonds Lab” handout from Modern Chemistry Holt, Rinehart, & Winston; 3) “A.7 Modeling Alkanes” from Chemistry in the Community W.H Freeman & Co. p. 224; 4) “A.9 Alkanes Revisited” from Chemistry in the Community W.H Freeman & Co. p. 229; (RST 3) Performance Assessment Task Sample You are a R&D chemist for a water testing company. You are charged with developing tests for various ions

that might be dissolved in water, and with using the tests to analyze new water samples. You will look for characteristic qualitative indicators that particular ions are present. You will analyze your data, designate tests for the cations and anions involved, and report your findings to the VP of R&D. Students will use these tests to test unknown solutions. Your submitted report should include:

• Short description of the data collection process • Neat, accurate, and readable data tables • Communication of experiment’s results with recommendations for future testing


• Which branches of industry might find tests of this nature useful? • What is the limitation of these type of tests for identifying ion presence? • Why do you think potassium ions do not form precipitates with any of the anions used?

(Analysis, Synthesis, Evaluation) (5.1.12.B.4)



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Diagnostic/Pre – Assessment: Discussion of structure of water molecule & hydrogen bonding (content from Honors/Lab Biology) Do Now: Identify the number of valence electrons for a given main group element.





(RST 1, 2, 3, 5, 7, 10)(WHST 2, 4, 5, 8)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 6 (pp. 160 – 199) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://www.learner.org/interactives/periodic/groups_interactive.html http://www.teachersdomain.org/asset/lsps07_int_chembonds/

http://www.learner.org/interactives/periodic/groups_interactive.html

http://www.teachersdomain.org/asset/lsps07_int_chembonds/

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BIG IDEA V: Change Curriculum Management System




ESSENTIAL QUESTIONS How is matter conserved? How is metal activity used in industrial processes?


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• Chemical formulas express a ratio among atoms that is unique to that particular species.

• Chemical naming is a systematic process, giving each substance a unique name. (5.2.12.B.1)

• A large number of important reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules, or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond.

• The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic).

• Chemical reactions occur at different rates. Factors such as temperature, mixing, concentration, particle size, and surface area affect the rates of chemical reactions.

Sample Conceptual Understandings Formula Writing: Write the formula for the following compounds.

magnesium carbonate

diphosphorus pentasulfide

copper (II) phosphate

Compound Naming: Write the name of the following compounds. (+2 each)

CuF3

PCl3 NH4OH

• Write chemical formulas for binary molecular and binary ionic compounds.

• Use an ion reference sheet to write ionic formulas, and to name ionic compounds, given the formula.

• Use the Stock System of nomenclature to name given compounds.

• Using a Periodic Table, assign oxidation numbers to elements within a chemical formula.

• Mass plays an important role in understanding chemical formulas. (5.2.12.B.3)

• Calculate the formula mass and molar mass for a given compound.

• Perform conversions, using the molar mass, between grams and moles.

• Calculate the percent composition of a given compound.

• Use percent composition or amounts in mass to identify the empirical formula of a compound.

• Use the empirical formula and the molar mass to identify the molecular formula.

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• Symbols are used to express how chemical species react.

• Matter (mass) is conserved across a chemical reaction.

• Exothermic reactions give off energy, while endothermic reactions absorb energy from the surroundings. (5.2.12.B.3) (5.2.12.D.2)

Molar Mass & Percent Composition: Given one compound each from parts I and II above, and find the molar mass and percent composition. SHOW WORK!

Compound Molar

Mass Percent Composition

diphosphorus pentasulfide

% P = % S =

CuF3

% Cu = % F =

Oxidation Numbers: Assign oxidation numbers to each element in the compounds below.

P4O10

P = O =

Al (NO3)3

Al = N = O =

• Identify commonly used symbols in a chemical reaction.

• Identify five types of chemical reactions, including:

o Synthesis (composition) o Decomposition o Single Replacement o Double Replacement o Combustion

• Using a word equation, write the full formula equation.

• Use coefficients to balance a chemical equation.

• All substances do not necessarily react readily.

• Knowledge of an element’s reactivity is needed to predict whether a chemical reaction will occur. (5.2.12.B.2)

• Use an activity series to predict the products of single replacement reactions, reactions with acid, reactions with oxygen, and reactions with water.

• Solubility rules are used to predict whether a compound will dissolve in water, and can assist in predicting the identity of a precipitate. (5.2.12.B.2)

• Use a solubility chart to predict whether an ionic compound will dissolve in water.

• Use solubility rules to predict the products of a double replacement reaction (identifying the precipitate).

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Writing/Balancing Chemical Reactions Balance the given chemical equation. Specify which TYPE OF REACTION each is. 1. MgO Mg + O2 2. Ca3(PO4)2 + Na2SO4 Na3PO4 + CaSO4 3. Al + CuNO3 Al(NO3)3 + Cu Activity Series 1. A piece of nickel metal is added to a solution of copper (II) chloride. Does a reaction take place? If so, write the full, balanced chemical reaction. If not, write the reaction showing that the reactants yield “No Rxn”. 2. A sample of liquid bromine is added to a solution of copper (II) chloride. Does a reaction take place? If so, write the full, balanced chemical reaction. If not, write the reaction showing that the reactants yield “No Rxn”.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Ionic Compound Cards Activity” from Chemistry handouts; 2) “B.10 Ionic Compounds” from Chemistry in the Community W.H. Freeman & Co. p. 41; 3) “B.11 Water Testing: Pure & Impure Water” from Chemistry in the Community W.H. Freeman & Co. p. 45; 4) “Empirical Formula of Magnesium Oxide Lab” from Chemistry handouts; 5) “Types of Chemical Reactions Lab” from Chemistry handouts; 6) “B.5 Relative Reactivity of Metals” from Chemistry in the Community W.H. Freeman & Co. p. 142; 7) “Identification of a Precipitate” from Chemistry handouts; (RST 3) Performance Assessment Task Sample You are a materials chemist for a metal recycling/production firm. Along with a small group of your colleagues,

you will investigate the properties of one metal (Al, Cu, Fe ore, Pb, Ni, Ag, Sn, Zn). You will then attempt to produce copper metal from copper oxide. You will perform calculations of percent composition (of CuO), and percent yield of Cu produced. Your goal is to compare the metal you investigated to copper in terms of properties and reactivity. You will present your group’s findings to your boss. Your presentation should include:

• Short description of the laboratory process • Description of calculations performed • Comparison between assigned metal and copper • Recommendations for product changes


• What evidence leads you to think that the reaction was incomplete? What percent of the copper oxide reacted?

• How could the procedure be changed to ensure more copper is produced? • Is this process a viable industrial option for the production of copper?




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Diagnostic/Pre – Assessment: Quickwrite: Compare & Contrast “Ionic” and “Covalent” Bonding KWL Chart: Reactivity of Metals





(RST 2, 3, 4, 5, 7, 10)(WHST 1, 2, 4, 5, 6, 8)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 7 (pp. 202 – 239) Chapter 8 (pp. 240 – 273) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://web.jjay.cuny.edu/~acarpi/NSC/6-react.htm

http://web.jjay.cuny.edu/~acarpi/NSC/6-react.htm

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BIG IDEA VI: Quantities & Change Curriculum Management System




ESSENTIAL QUESTIONS How is matter conserved? When is it important to explore change in a quantitative manner?


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• A balanced chemical equation indicates matter being conserved.

• Chemical species react in definite ratios. (5.2.12.B.3)

• The conservation of atoms in chemical reactions leads to the ability to calculate the mass of products and reactants using the mole concept.

Sample Conceptual Understandings

Stoichiometry Complete the following stoichiometric calculations.

2 NH3 3 H2 + N2 If 1.05 mol NH3 reacted with excess chlorine gas, how many moles of H2 are produced?

3 CaCl2 + 2 Na3PO4 Ca3(PO4)2 + 6 NaCl If 1028.54 grams NaCl are produced, how many grams Na3PO4 are reacted?

CaCl2 + Na3PO4 Ca3(PO4)2 + NaCl Balance the reaction. If 211.32g Na3PO4 reacts with 312.52g CaCl2, what is the limiting reactant?

• Write mole ratios for species in a chemical reaction.

• Calculate the molar mass of all species in a chemical reaction.

• Quantifying reactant mass in a chemical reaction allows for predicting the mass of product formed. (5.2.12.B.3)

• Perform stoichiometric calculations to quantify amounts in a chemical reaction. Including conversions of:

o moles-to-moles o moles-to-mass o mass-to-moles o mass-to-mass o moles/mass-to-volume (gas) o volume(gas)-to-moles/mass

• Use stoichiometry to solve real-world application problems mirroring industrial processes.

• The limiting reactant controls the amount of product formed in a chemical reaction. (5.2.12.B.3)

• Find the limiting reactant, given the quantity of each species reacted.

• Find the percent yield of product in a chemical reaction.

• Quantify the amount of excess reactant in a given chemical reaction.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Stoichiometry: Can You Make 2.0g of a Compound? Lab” from Flinn Scientific; 2) “Precipitation of Silver from Silver Nitrate Lab” from Chemistry handouts; (RST 3) Performance Assessment Task Sample You will assume the role of a university research chemist. You will set up a decomposition reaction, a single

replacement reaction, and a double replacement reaction. You will use the information from these reactions to predict the products for each reaction. After balancing the reactions, you will calculate the expected mass of product. Once the reaction has been performed in the lab, you will evaluate the success of the experiment by using a percent yield calculation. You will present your findings to your faculty mentor. You must include:

• Description of reactions, including predicted products • Recorded lab data and calculations


• In what way would each reaction type have application for commercial use? • How could the procedure be changed to ensure a more accurate percent yield is attained? • What evidence shows that the reactions might have been incomplete? • What evidence shows that contaminants may have been present?




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Diagnostic/Pre – Assessment: Math Skills: Multiplying Fractions & Converting Units





(RST 3, 4, 5, 7, 10)(WHST 6, 7, 8, 10)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 9 (pp. 274 – 299) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://misterguch.brinkster.net/stoichiometryexplained.pdf http://chemistry.boisestate.edu/people/richardbanks/inorganic/stoichiometry/stoichiometry.htm

http://misterguch.brinkster.net/stoichiometryexplained.pdf

http://chemistry.boisestate.edu/people/richardbanks/inorganic/stoichiometry/stoichiometry.htm

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BIG IDEA VII: Relationships Curriculum Management System




ESSENTIAL QUESTIONS How does molecular motion affect behavior of matter? How do energy and matter relate?


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• The Kinetic-Molecular Theory is based on the idea that particles of matter are always in motion. (5.2.12.A.2)

• Gas particles move independently and are far apart relative to each other.

• The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample.

• There is a natural tendency for a system to move in the direction of disorder or entropy.

Sample Conceptual Understandings Gas Laws Use knowledge of gas laws to complete the following problems.

1. The volume of a gas originally at standard temperature and pressure was recorded as 4.8 L. What volume would the same gas occupy when subjected to a pressure of 50.0 atm and temperature of -45.0 °C?

2. At a pressure of 780.0 mm Hg and 24.2 °C, a certain gas has a volume of 350.0 mL. What will be the volume of this gas under STP? 3. My car has an internal volume of 2000 liters. If the sun heats my car from a temperature of 200°C to a temperature of 550°C, what will the pressure inside my car be? Assume the pressure was initially standard atmospheric pressure.

• List the 5 assumptions of the Kinetic-Molecular Theory.

• Describe each of the following characteristic properties of gases:

o expansion o density o fluidity o compressibility o diffusion o effusion

• Calculate the rate of effusion for a gas using Graham’s Law of Effusion.

• An ideal gas is an imaginary gas that adheres to the five assumptions of the Kinetic-Molecular Theory.

• A real gas is a gas that deviates from ideal behavior.

• All gases are real gases. (5.2.12.C.1)

• Use the Kinetic-Molecular Theory to describe the conditions under which a real gas deviates from ideal behavior.

• Pressure is force applied over a certain area.

• Standard Temperature and Pressure (STP) are standard conditions by which gas behavior is explored. (5.2.12.C.1)

• Identify units of pressure. • Explain the origin of the barometer. • Identify the conditions of Standard

Temperature and Pressure (STP)

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• Pressure, volume, and temperature of a gas are interrelated conditions.

• As pressure, volume, and/or temperature for a gas change, the other conditions may change accordingly. (5.2.12.C.1)

4. The total volume of a can of Mountain Dew is 415 mL. There is 55.0 mL of headspace for the CO2 gas put in to carbonate the beverage. If a volume of 105.0 mL of gas at standard pressure is added to the can, what is the pressure in the can when it has been sealed?

5. A birthday balloon contains 8500.0 mL of He at 29°C and 775 torr. If a “party pooper” lets the balloon go into the sky, what volume would it occupy at an altitude at which the temperature is –35°C and the pressure is 0.85 atm?

• Perform calculations involving physical gas laws relating temperature, volume, and temperature:

o Boyle’s Law o Charles’ Law o Gay-Lusaac’s Law o Combined Gas Law

• Explain Dalton’s Law of Partial Pressures

• Predicting gas behavior and the surrounding conditions can be made by assuming ideal gas behavior.

• The relationship among pressure, volume, amount, and temperature are related by the Ideal Gas Law. (5.2.12.C.1)

• Describe Avogadro’s Law and explain its significance in the development of the standard molar volume of a gas.

• Perform calculations using the Ideal Gas Law and the Ideal Gas Constant (R).

• Explain the significance of gas laws in the real-world.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Boyle’s & Charles Law Lab” from Flinn Scientific; (RST 3) Performance Assessment Task Sample You are an early chemist trying to duplicate the mathematical gas law findings of Robert Boyle and Jacques

Charles. You will investigate the relationship between pressure and volume of a gas, and between volume and temperature. Based on data obtained in a laboratory experiment, you must:

• Create a graph for each relationship • Calculate the mathematical constant relating the two variables • Design a short presentation of findings, incorporating real world examples


• What problems/inaccuracies did you encounter while collecting your data? • What problems do you imagine Boyle and Charles encountered while experimenting? • What purpose does the slope of a line serve in expressing a relationship?

(Application, Synthesis, Evaluation)



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Diagnostic/Pre – Assessment: Math Skills: Rearranging equations & solving for variables Do Now: Explain why a helium balloon appears to “deflate” when brought outside in cold weather.





(RST 1, 4, 5, 7, 1)(WHST 6, 7, 8, 10)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 10 (pp. 302 – 331) Chapter 11 (pp. 332 – 361) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://library.thinkquest.org/10429/low/gaslaws/gaslaws.htm http://www.epa.gov/air/

http://library.thinkquest.org/10429/low/gaslaws/gaslaws.htm

http://www.epa.gov/air/

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BIG IDEA VIII: Characteristics Curriculum Management System




ESSENTIAL QUESTIONS How do phase changes apply to the weather? How do the unique chemical and physical properties of water make life on Earth possible?


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• The Kinetic-Molecular Theory can be applied to describe the behavior and properties of liquids and solids. (5.2.12.A.2)

• Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases.

• Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts.

Sample Conceptual Understandings

Phase Changes Use the phase diagram to answer the following questions.

1. Which letter (A E) corresponds to the critical point?

What are the conditions of P and T at the critical point for water?

2. Which curve (A, B, or C) represents the conditions at which ice and liquid water coexist at equilibrium?

• Identify the following properties of liquids:

o relatively high density o relative incompressibility o ability to diffuse o surface tension

• Describe the following properties of solids:

o definite shape and volume o definite melting point o high density o incompressibility o low rate of diffusion

• Describe the difference between crystalline and amorphous solids.

• Equilibrium is a dynamic condition in which two opposing charges occur at equal rates in a closed system. (5.2.12.C.2)

• Explain how equilibrium conditions are achieved for changes of state.

• Write equilibrium equations for phase changes.

• Explain Le Chatelier’s Principle, and apply it to predict equilibrium shifts.

• Interpret a graph of equilibrium vapor pressures, and identify the conditions at which a liquid boils.

• Phase changes for a particular species occur at specific conditions of temperature and pressure. (5.2.12.C.2)

• Interpret a phase diagram for a chemical species and identify the critical point and triple point.

• Provide real-world examples of phase changes.

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• The structure of water can explain its intermolecular interactions, as well as many observed properties. (5.2.12.A.2)

Heats of Vaporization/Fusion 1. The molar heat of vaporization of water is 40.79 kJ/mol at 100°C. How much heat energy is required to vaporize 150 g of water? 2. The molar heat of fusion for water is 6.01 kJ/mol. How much energy would be required to melt 94.0 g of ice?

• Draw a diagram of a sample of solid water (ice) and use it to explain why ice is less dense than liquid water.

• Explain why liquid water has a high surface tension, and cite real-world examples where this is observed.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Molar Heat of Fusion of Ice Lab” handout from Modern Chemistry Holt, Rinehart, & Winston; 2) “C.8 Condensation Lab” from Chemistry in the Community W.H. Freeman & Co. p. 275; 3) “Discovering Instant Cold Packs Lab” from Flinn Scientific; (RST 3) Performance Assessment Task Sample

You are a chemist who has been hired as a consultant by a culinary cookbook author. The author is tailoring a cookbook especially for cooking at higher elevations. You will need to research information relating to preparing food at higher altitudes.

• Check cookbooks containing information about food preparation at high altitudes • Collect instructions for high-elevation adjustments from packages of prepared food mixes. • Prepare a report about the adjustments that must be made in recipes prepared at high altitudes.


• Why must changes be made in recipes prepared at higher altitudes? • To which parts of the United States would a high altitude cookbook be marketable? • Are there any recipes that would be nearly impossible to prepare effectively at high altitudes? (Analysis, Synthesis, Evaluation)



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Diagnostic/Pre – Assessment: Do Now: Identify the 6 phase changes of matter.





(RST 3, 4, 8, 9,10)(WHST 1, 8, 9, 10)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 12 (pp. 362 – 391) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://www.chem.purdue.edu/gchelp/liquids/character.html http://www.sciencegeek.net/Chemistry/chempdfs/SolidsLiquidsGases.pdf

http://www.chem.purdue.edu/gchelp/liquids/character.html

http://www.sciencegeek.net/Chemistry/chempdfs/SolidsLiquidsGases.pdf

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BIG IDEA IX: Behavior Curriculum Management System




ESSENTIAL QUESTIONS Why is it important to identify the precipitate in a chemical reaction? How can one’s knowledge of solubility be used to predict or determine the purity of water?


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• Mixtures can on take a multitude of forms (homogeneous, heterogeneous, suspension, colloid). (5.2.12.A.5)

• Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the solution.

• Dynamic equilibrium occurs in saturated solutions. Concentration of solutions can be calculated in terms of molarity, molality, and percent by mass.

Sample Conceptual Understandings Molarity/Molality 1. Calculate the molarity if 0.55 mol MgCl2 is dissolved in 0.85L of water. 2. If 85.67 g aluminum chloride are dissolved in 500 g of water, what is the molality of solution? Dilutions 1. If I dilute 450 mL of a 0.70 M solution to a volume of 850 mL, what will the concentration of this solution be? Net Ionic Equations Directions: Write the correct net ionic equation for each reaction. Include the states in parenthesis. List all spectator ions for each. If a reaction does not take place, write “No RXN”. 1. K2CO3(aq) + Fe(NO3)2 (aq) → FeCO3(s) + KNO3 (aq)

Spectator Ions:_________________

• Differentiate amongst a solution, suspension, and colloid.

• Explain the Tyndall effect and provide a real-world example.

• Differentiate between electrolytes and nonelectrolytes.

• The process of dissolution is driven by energy change.

• Increasing solute-solvent interactions increases the rate of dissolution. (5.2.12.A.5)

• Explain how energy is involved in the process of dissolution.

• Identify factors affecting the rate of dissolution.

• Measure the heat of solution for a given solution using q = mcΔT

• Construct a solubility curve for a compound using laboratory data.

• Explain the difference between an unsaturated solution, a saturated solution, and a supersaturated solution.

• Knowing the concentration of a solution is important for performing quantitative processes. (5.2.12.A.5)

• Calculate the molarity and molality for given solutions.

• Provide an example in which concentration of a consumer product influences its efficacy.

• Perform dilutions to achieve a particular concentration (M1V1 = M2V2)

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• Chemical reactions conducted in an aqueous environment can be written as net ionic equations. (5.2.12.D.5)

Freezing-Point Depression / Boiling-Point Elevation 1. Determine the freezing-point depression of water in each of the following solutions: a) 1.50 m solution C12H22O11 in water b) 171 g of C12H22O11 in 1.0 kg water 2. Determine the boiling-point elevation of water in each of the following solutions: a) 2.5 m solution of C6H12O6 in water b) 3.2 g of C6H12O6 in 1000 g water

• Predict whether a double replacement reaction will occur using a solubility chart.

• Write out the full ionic, and net ionic equation for a given chemical process.

• Identify the precipitate in a given chemical equation.

• Colligative properties depend on the concentration of solute particles, but not on their identity. (5.2.12.A.2)

• Explain the concept of freezing-point depression and boiling-point elevation.

• Relate colligative properties of solutions to real-world instances.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Freezing Point Depression” handout from Modern Chemistry Holt, Rinehart, & Winston; (RST 3) Performance Assessment Task Sample Students will imagine they are a chemist for a water testing company. To improve water quality, students will

test water samples for the presence of dissolved ions – iron (III) and calcium cations, and chloride and sulfate anions. Each student must collect water samples from two sources (possibilities include tapwater, stream water, sea water, bottled water). Teacher Ask the students:

• What was the purpose of a reference solution and a blank for each test? • What are some potential problems associated with purely qualitative tests? • Does the lack of a visible reaction necessarily mean that the ion was not present?




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Diagnostic/Pre – Assessment: Discussion of the chemistry of “Rock Salt” used to melt ice in the winter. Net Ionic Equations: Identify the precipitate in a full, balanced chemical equation.





(RST 1, 2, 3, 4, 5, 7, 10)(WHST 1, 2, 4, 5, 6, 8, 10)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 13 (pp. 394 – 423) Chapter 14 (pp. 424 – 451) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://water.epa.gov/ http://www.ky.gov/nrepc/water/wcpdo.htm http://nj.usgs.gov/about/critical_issues.html

http://water.epa.gov/

http://www.ky.gov/nrepc/water/wcpdo.htm

http://nj.usgs.gov/about/critical_issues.html

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BIG IDEA X: Systems Curriculum Management System




ESSENTIAL QUESTIONS How are acids & bases used to meet human needs? What are the implications of acid rain on an ecosystem?


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• Acids and bases have characteristic qualitative properties.

• Acids and bases are widely found in our everyday lives. (5.2.12.A.6)

• Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment.

Sample Conceptual Understandings Acid/Base Theories 1. Complete the graphic organizer

Arrhenius Bronsted-Lowry

Lewis

Acid Definition

Base Definition

Example of Acid

Example of Base

Dissociation Directions: Write the 2-step dissociation of carbonic acid (H2CO3). Step #1: Step #2:

• Identify 5 characteristic properties of both acids & bases.

• Name & identify common binary acids.

• Identify one use for each of the following common industrial acids: H2SO4, HNO3, H3PO4, HCl, and CH3COOH.

• Name & identify common bases. • Identify the essential components of

oxyacids.

• The acid/base theories that govern our understanding of acid/base chemistry are Arrhenius, Brønsted-Lowry, and Lewis. (5.2.12.A.6)

• Explain the foundations of the Arrhenius, Brønsted-Lowry, and Lewis acid/base theories.

• Provide examples of an Arrhenius, a Brønsted-Lowry, and a Lewis acid and base, respectively.

• By the Brønsted-Lowry theory, acids and bases produce conjugate bases and acids, respectively, in an acid/base reaction.

• Certain species may act as either an acid or a base, depending on the reaction (same species). (5.2.12.A.6)

• Given an acid/base reaction, identify the conjugate base of a reacting acid.

• Given an acid/base reaction, identify the conjugate acid of a reacting base.

• Write out a neutralization reaction between a strong acid and a strong base.

• Identify common amphoteric compounds.

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• The pH scale is a means for quantifying degree of acidity, and is relative to the [H3O+] and [OH-] in solution.

• The self-ionization of water drives the calculation of [H3O+] and [OH-] in strong acid or base solutions. (5.2.12.A.6)

Concentration & pH 1. Determine the hydronium and hydroxide ion concentrations in a solution that is 1.0E-4 M HCl. Determine the pH and pOH. 2. Determine the hydronium and hydroxide ion concentrations in a solution that is 1.0E-4 M Ca(OH)2. Determine the pH and pOH.

• Identify chemical species as acidic or basic using knowledge of the pH scale.

• Explain how the ionization constant of water (Kw) is obtained.

• Calculate [H3O+] and [OH-] for a given solution.

• Calculate the pH and pOH for a given solution.

• Titrations are a reliable means for identifying or confirming the concentration of an acidic or basic solution. (5.2.12.A.6)

• Identify common acid/base indicators and discuss the rationale behind choosing an indicator for titration.

• Calculate the concentration of an unknown acid/base solution using a titration with a solution of known concentration (MAVA = MBVB)

• Use a titration curve to identify the equivalence point of the titration.

• Use litmus paper to identify a species as an acid or a base.

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21st Century Skills


Learning Activities

Laboratory Activities: 1) “Household Acids/Bases Discovery” from Chemistry handouts; 2) “Titration of an Acid with a Base Lab” from Chemistry handouts; 3) “Four Witches Phenolphthalein Demonstration” from Chemistry handouts; (RST 3) Performance Assessment Task Sample You are a quality control chemist for a prominent company that provides consumer products in the areas of

pharmaceuticals, cleaning supplies, personal care, and pet supplies. Your company is under strict standards of quality control because its products are sold for public consumption. You are asked by your supervisor to analyze (by titration) a commercial product and to test the validity of the information given on their labels and/or the claims made in television commercials. The products to be analyzed include: Vinegar – Test the acidity of the vinegar. Fruit Juice – Test the acidity of the juice. Household ammonia – Calculate the % concentration of the ammonia. Once you choose a product, design a titration experiment to execute the required analysis. Upon obtaining your results, you will present your findings to the VP of R&D and your colleagues. Teacher Ask the students:

• What challenges did you encounter while designing the experiment? • Why is it important for companies to monitor and control the pH of their products? • What are some other areas in which a titration might be useful?

(Application, Synthesis, Evaluation)



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Diagnostic/Pre – Assessment: Identify common househould products as acidic, basic, or neutral. KWL Chart: Acids, Bases, and the pH scale.





(RST 2, 3, 4, 5, 7, 10)(WHST 1, 2, 4, 5, 6, 8)

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Modern Chemistry. Holt, Rinehart, & Winston. (2002) Chapter 15 (pp. 452 – 479) Chapter 16 (pp. 481 – 507) Chemistry in the Community W.H. Freeman and Company (2006) *assorted activities Online Resources http://epa.gov/acidrain/ http://www.cdphe.state.co.us/hm/hhw/howto/acidbase.htm

http://epa.gov/acidrain/

http://www.cdphe.state.co.us/hm/hhw/howto/acidbase.htm

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