public schools of edison township

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

CHEMISTRY HONORS

Length of Course: Term

Elective/Required: Elective

School: High Schools

Student Eligibility: Grades 10-12

Credit Value: 6 Credits

Date Approved: 9/24/12

CHEMISTRY (HONORS)

TABLE OF CONTENTS

Statement of Purpose 3 Introduction 4 General Instructions & Recommendations 6 Course Goals 7 Unit 1: --------------------------------------------------------------------------------------------------- 9 Unit 2: --------------------------------------------------------------------------------------------------- 11 Unit 3: --------------------------------------------------------------------------------------------------- 12 Unit 4: --------------------------------------------------------------------------------------------------- 13 Unit 5: -------------------------------------------------------------------------------------------------- 14 Unit 6: -------------------------------------------------------------------------------------------------- 15 Unit 7----------------------------------------------------------------------------------------------------- 16 Unit 8 ---------------------------------------------------------------------------------------------------- 17 Unit 9 ---------------------------------------------------------------------------------------------------- 18 Unit 10 --------------------------------------------------------------------------------------------------

19 Unit 11 --------------------------------------------------------------------------------------------------

20 Unit 12 --------------------------------------------------------------------------------------------------

21 Unit 13 --------------------------------------------------------------------------------------------------

22 Appendices

A Course Requirement Outline

B – Grouping Criteria C – Chemistry Core Proficiencies D – EIBs

Modifications will be made to accommodate IEP mandates for classified students.

CHEMISTRY (HONORS) 3

STATEMENT OF PURPOSE

A course in chemistry is a necessary inclusion in any sequence of offerings designed to provide college bound students with a comprehensive science background. Honors Chemistry is offered to qualified students who may be interested in pursuing a career in science or those students looking for the most challenging treatment of important concepts. Building upon a fundamental knowledge of the structure of matter developed in earlier courses such as Physical Science I, the course uses laboratory investigations and appropriate mathematics to expand student understanding and to develop an appreciation of the importance of chemistry in today's world. This curriculum guide revision was coordinated by:


GENERAL INSTRUCTIONS AND RECOMMENDATIONS

This curriculum guide has been compiled to provide a challenging and comprehensive program for Honors Chemistry. It is designed to ensure that all students enrolled in the course meet similar objectives while at the same time providing for an acceptable measure of teacher flexibility.

Course Materials: The student textbook currently used for Honors Chemistry is entitled Modern Chemistry, published by Holt, Rinehart and Winston (2002). The text is supplemented by a complete set of teacher resource materials that are referred to throughout this guide and allow the teacher to enrich the program and provide additional and/or alternate learning experiences for students.

Format: The course of study is presented as thirteen units, each of which is linked to specific chapters or sections of the textbook. The unit includes a suggested time frame, mastery objectives, a content outline, and helpful information for planning and implementing the unit. Optional lab experiences or other classroom activities are listed to provide the instructor flexibility in choosing learning experiences.

Mastery Objectives: Each unit lists objectives that are keyed to the course objectives, which in turn are keyed to Edison's secondary science program objectives. In addition, the course objectives have been tagged to indicate compliance with New Jersey's Core Curriculum Content Standards (2009) for courses in chemistry.


Unit 1: Matter/Energy and Change/Measurement/Safety

Targeted Standards: 5.2.12.A.1, A.2, B.2, C.1, C.2

Unit Objectives/Conceptual Understandings: 1. Chemistry is the study of the composition of matter and the changes that matter undergoes. 2. There are ways to investigate and differentiate the structure and properties of matter. 3. Proper laboratory practices will minimize the risk of injury. 4. Numerical measurements are accompanied by units 5. Units can be converted using dimensional analysis. 6. Measured quantities must be expressed to reflect the degree of accuracy and precision of the measuring too.

Essential Questions: 1. What is the study of chemistry? 2. What is matter? 3. What are the safety rules that must be followed? 4. What is a number without a unit? 5. What are some real world applications of dimensional analysis? 6. To what place do you round an answer? 7. How do you know if results are reliable?

Unit Assessment: At this time teachers should choose an appropriate teacher generated performance assessment based on Review and Safety.

Core Content Objectives

Instructional Actions

Cumulative Progress Indicators

Concepts What students will know.

Skills What students will be able to do.

Activities/Strategies Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

5.1.12.A.1: Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.

5.1.12.A.2: Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. 5.1.12.B.1: Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.

1. Chemistry is the study of the composition of matter and the changes that matter undergoes.

2. How the scientific method

is a logical, systematic approach to the solution of a scientific problem.

3. How to differentiate

between the three states of matter.

4. That mixtures can be

classified as homogeneous or heterogeneous.

1. Apply the scientific method to assist in solving problems.

2. State and apply the law of

conservation of energy and list forms of energy.

3. Identify something as a

physical or chemical property.

4. Differentiate between the

three states of matter. 5. Identify whether a physical or

chemical change has occurred.

1. How to properly identify laboratory equipment Lab. 2. Evidence for a Chemical Change Lab. 3. Density lab 4. Metric conversion lab 5. Accuracy and precision.

1. Tests 2. Quizzes 3. Lab Reports 4. Worksheets 5. Homework 6. Class Discussion


5.2.12.A.2: Account for the differences in the physical properties of solids, liquids, and gases

5. Why the metric system is used in science rather than the English system.

6. Why an internationally

accepted system of measurement was necessary.

7. The importance of reporting

results to the correct number of significant figures.

6. Categorize a sample of matter as a pure substance or mixture.

7. Describe the purpose of

using and the steps of the scientific method.

8. Know the SI base and

derived units. 9. Perform metric conversions

using dimensional analysis while reporting correct units and significant figures.

Resources: Modern Chemistry (Holt 2002). Chapters 1 and 2.

Instructional Adjustments: 1. Optional Labs: Observing Evidence of an Interaction

and/or Density Graphing Involving Mixed Metals. 2. Section 2.1 (Heat and Temperature) may be

postponed until Chapter 17.


Unit 2: Atomic Structure Targeted Standards: 5.1.12.B3, 5.2.12.A.1, 5.2.12.A.4, 5.2.12.B.1

Unit Objectives/Conceptual Understandings: 1. The atomic theory has evolved as a result of the contributions of many scientists over hundreds of years. 2. The difference between atoms of different elements rests in the varying number of subatomic particles. 3. The Quantum theory predicts the probable location of electrons around the nucleus of an atom. 4. The periodic nature of the periodic table arises from repeating patterns in the electron configurations of the elements.

Essential Questions: 1. How do you study the unobservable? 2. How did we arrive at our current understanding of atomic theory? 3. How are electrons arranged around the nucleus of an atom? 4. How do the electronic structures lead to the arrangement of the elements onto a periodic table? 5. What patterns are observed once elements are arranged according to increasing atomic number?

Unit Assessment: TBD



Cumulative Progress

Indicators

Concepts

What students will know.

Skills

What students will be able to do.

Activities/Strategies

Technology Implementation/ Interdisciplinary Connections


5.1.12.B.3: Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.2.12.A.1: Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.4: Explain how the properties of isotopes, including half-lives,

1. That there were landmark experiments used to discover subatomic particles which led to the development of various atomic models.

2. The atomic models of

Democritus, Dalton, Thomson, Rutherford, Bohr, and the Quantum mechanical model

3. The modern theory of

atomic structure, including the ideas of atomic number, as number and

1. Know the tenets of Dalton’s theory and identify inaccuracies that rose based on new discoveries.

2. Describe the key experiments that led to the discovery of electrons and to the nuclear model of the atom.

3. Calculate numbers each

subatomic particle in a nuclide.

4. Define atomic number and

mass number and describe

1. Beanium

2. Flame Test

3. Spectroscopy lab

4. Graphing periodic trends

5. Alien periodic table



decay modes, and nuclear resonances, lead to useful applications of isotopes. 5.2.12.B.1: Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.

isotopes. 4. How to identify the number

of protons, electrons and neutrons for a nuclide of an atom.

5. The difference between

mass number and atomic mass.

6. Describe the different

types of radioactive decay and their effects on the nucleus.

7. That the energy of an

electron limits it to a probable location around the nucleus.

8. How line spectra relate to

the idea of quantized energy states of electrons in atoms.

9. How Einstein, DeBroglie,

Heisenberg, Pauli, Hund, Aufbau, and Schrodinger contributed to our current understanding of atomic structure.

10. How quantum numbers

describe the properties of the electrons in atomic orbitals.

how they apply to isotopes. 5. Write electron configurations

and draw orbital diagrams.

6. Calculations of wavelength, frequency, and Energy of an electron.

7. Writing electron configurations and orbital filling diagrams.

8. Write a balanced nuclear equation.

9. Calculate a half-life. 10. Use the Periodic Table to

predict and explain group and periodic trends in atomic radius, ionic radius, ionization energy, electron affinity, and electronegativity.

Resources: Modern Chemistry (Holt 2002). Chapters 3, 4, and 5.

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings


Unit 3: Chemical Bonding and Chemical Formulas/Compounds

Targeted Standards: 5.2.12.B.1 Unit Objectives/Conceptual Understandings: 1. There is a systematic method to naming and writing formulas for compounds 2. The properties of compounds is dependent upon bonding (inter- and intra- molecular forces). 3. The shapes of molecules are dependent on electron pair repulsions.

Essential Questions: 1. What is a chemical bond, how are they formed, and how do these bonds compare? 2. What determines the type of bonding in a substance and how do the characteristics of these bonds give rise to different properties? 3. How can a chemical formula be determined form the masses of each element in a sample of a compound?




Cumulative Progress

Indicators

Concepts


Skills




Assessment Check

Points

5.2.12.B.1: Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.

1. How the various types of chemical bonds are formed. 1. The characteristics of various

chemical bonds and the general properties of compounds that exhibit this type of bonding.

2. The general properties of an

ionic compound

3. The different types of covalent bonding.

4. That by using the octet rule,

Lewis Dot structures help to predict the bonding in compounds.

5. How the shapes of molecules

are accounted for by

1. Use the electronegativity differences to identify nonpolar covalent, polar covalent, and ionic bonds.

2. Draw Lewis Dot structures to show the bonding in molecules.

3. Use VSEPR theory to

predict shapes of molecules.

4. Predict the types of hybrid

orbitals that exist in a molecular compound.

5. Name and write chemical

formulas for inorganic chemical compounds and acids.

6. Calculate formula weights

1. Model Building Lab

1. Chemical Bonding Lab

2. Empirical Formula Lab



hybridization theory.

6. That the VSEPR theory can be used to determine the shapes of molecules

7. That the Lewis theory has

limitations and does not describe the bonding in all molecules (resonance).

8. The relationship between

bond type, bond strength, and bond length.

9. The mole concept in terms of

Avogadro’s number and molar mass and volume

10. The relationship between the

mass of the elements in a sample of compound and its empirical/ molecular formula.

and mole conversions.

7. Distinguish between empirical and molecular formulas.

8. Calculate the empirical

and molecular formulas from percent composition.

Resources: Modern Chemistry (Holt, 2002). Chapters 6 and 7.

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

/eh curriculum/unit template reg paper


Unit 4: Chemical Reactions Targeted Standards: 5.2.12.B.3

Unit Objectives/Conceptual Understandings: 1. Chemical equations are used to represent chemical reactions. 2. Matter is conserved in a chemical reaction. 3. Information in chemical reactions together with the mole concept can be used to predict the amounts of substances consumed or produced in chemical

reactions. 4. A reaction can proceed so long as all reactants are present.

Essential Questions: 1. What is a chemical equation and how is one written? 2. What is conserved in a chemical reaction? 3. How would you predict the products of a chemical reaction?




Cumulative Progress

Indicators

Concepts


Skills




Assessment Check

Points

5.2.12.B.3: Balance chemical equations by applying the law of conservation of mass.

1. The five basic types of chemical reactions and the products formed for each.

2. How the law of

conservation of mass allows for the balancing of a chemical equation.

3. The activity series of

metals can be used to predict whether a single replacement reaction will occur.

4. That the amounts of

substances in a chemical reaction can be predicted based on stoichiometric calculations.

1. Write a complete balanced equation from a word equation.

2. Predict products for the five

types of reactions.

3. Stoichiometric, percent yield, and limiting reagent calculations.

1. Chemical Changes and Equations Lab.

2. Single Replacement Lab.

3. Stoichiometry Lab



5. The actual yield in a chemical reaction is not always the same as the theoretical yield.

Resources: Modern Chemistry (Holt 2002). Chapters 8 and 9.

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings


Unit 5: Phases of Matter Targeted Standards: 5.2.12.A.1, 5.2.12.A.2, 5.2.12.C.1, 5.2.12.C.1

Unit Objectives/Conceptual Understandings: 1. The attractive forces between particles, temperature and pressure determine the phase of matter. 2. The nature and strength of intermolecular forces are responsible for many properties of liquids. 3. Pressure is the result of collisions of particles against a container’s walls. 4. There is a relationship between the volume, absolute temperature, Pressure, and quantity of a gas. 5. Real gases deviate from ideal behavior because they have a finite volume and attractive forces exist between molecules. 6. In a mixture of gas each gas exerts a pressure that is a fraction of the total pressure. 7. Kinetic Molecular theory helps account for both effusion and diffusion. 8. A dynamic equilibrium exists between a liquid and its gaseous state. 9. Boiling occurs when vapor pressure equals the pressure acting on the liquid. 10. A phase diagram graphically depicts the conditions of temperature and pressure where an equilibrium between a solid, liquid, and gas. 11. Solids can be classified by the types of attractive forces by component particles.

Essential Questions: 1. How does KMT account for whether a substance is a solid, liquid, or gas under given condition? 2. What is pressure, how is it measured, and what units are used to express it? 3. How are Pressure, volume, Temperature and quantity of a gas related? 4. How can the pressure, of a gas, collected over water, be determined? 5. What is the relationship between rate of effusion and molecular mass? 6. How do intermolecular forces affect properties such as volatility, vapor pressure, viscosity, density, heat of fusion, etc? 7. Why is evaporation a cooling process? 8. Why is there no temperature change during a phase change?









5.2.12.A.1: Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.2: Account for the differences in the physical properties of solids, liquids, and gases.

1. Kinetic Molecular Theory 2. Pressure 3. Relationship between

Kinetic Energy and 4. AbsoluteTemperature

5. Ideal Gas Law

1. Convert between units of Pressure

2. Perform calculations using

gas laws 3. Use a phase diagram to

determine that state of matter a substance is in given temperature and

1. Butane Law 2. Molar volume of Hydrogen

gas at STP 3. Determination of Absolute

zero 4. Computer simulation

1. Test 2. Quiz 3. Lab report 4. Worksheets 5. Homework


5.2.12.C.1: Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.

5.2.12.C.2: Account for any trends in the melting points and boiling points of various compounds.

6. Dalton’s Law of Partial Pressure

7. Molar volume of a gas

STP 8. Graham’s Law of Effusion 9. Deviations from ideal gas

behavior 10. Intermolecular forces 11. How the Properties of

liquids are affected by intermolecular forces, temperature, and pressure.

12. What phase changes are

and what factors affect them.

13. Every phase change is

accompanied by a change in energy.

pressure. 4. Characterize a solid by the

type of attractions that exist between the atoms that make it up.

5. Perform specific heat and

heat of fusion calculations

5. Molar heat of fusion of ice. 6. Specific heat of a metal

6. Class discussion

Resources: Modern Chemistry (Holt 2002). Chapters 10-12.

Instructional Adjustments: Note: Specific Heat is

in Section 17.1 in the Modern chemistry book.


Unit 6: Solutions Targeted Standards: 5.1.12.A.1, 5.1.12.A.2, 5.2.12.A.5

Unit Objectives/Conceptual Understandings: 1. Solutions are homogeneous mixtures of two of more substances in a single phase. 2. Intermolecular forces, changes in energy and particle distribution all have a role in the solution process. 3. In a saturated solution dissolved and un-dissolved solute are in equilibrium. 4. Factors such as the nature of the solute, surface area, and temperature affect solubility 5. Concentrations can be described qualitatively and quantitatively. 6. Physical properties of solutions depend upon their concentrations.. 7. Acids and bases differ in concentrations of H

+ and OH

- ions.

8. Solutions differ from suspensions and colloids based upon particle size.

Essential Questions: 1. Why do you salt the roads in the winter? 2. What factors determine whether a solute will dissolve in a solvent? 3. What factors determine how much solute will dissolve in a solvent? 4. Why won’t oil dissolve in water, but sugar will 5. Why is the freezing point and vapor pressure lower for a solution than pure solvent? Why is boiling point and osmotic pressure higher for a solution than a pure

solvent?




Cumulative Progress

Indicators

Concepts


Skills





5.2.12.A.1: Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.2: Account for the differences in the physical properties of solids, liquids, and gases.

1. How intermolecular forces affects the physical and chemical properties of water.

2. The factors that affect solubility and the rate of solution.

3. The difference between

saturated, unsaturated, and supersaturated solutions.

1. Describe the solution process.

2. Use the solubility curves to determine solubilities at various temperatures.

3. Calculate the concentration of solutions.

4. Solve dilution problems.

1. Solubility and Rate of Solution

2. Ice Cream Lab

3. Factors Affecting Solution

4. Supersaturation Lab

5. Molar mass by freezing point


6. Class discussion


5.2.12.A.5: Describe the process by which solutes dissolve in solvents.

4. Gas solubility and

pressure are directly proportional (Henry’s Law).

5. The importance of

determining the concentration of solutions.

6. A concentration solution can be diluted to a precise concentration.

7. that adding solute to

solvent causes in increase in boiling point, decrease in freezing point and decrease in vapor pressure.

8. How the dissociation

(Van’t Hoff) factor applies to colligative properties of solutions containing nonvolatile solutes.

5. Calculate boiling point elevations and freezing point depressions.

6. Solve Henry’s law problems.

7. Use solubility guidelines to determine whether a precipitate will form when various ions are combined.

depression and boiling point elevation.





Unit 7: Acids and Bases Targeted Standards: 5.2.12.A.6

Unit Objectives/Conceptual Understandings: 1. There are 3 Acid base theories 2. Acids and bases can be differentiated based on their properties 3. Water auto-ionizes to form equal amounts of hydronium and hydroxide ion. 4. Strong acids and bases are strong electrolytes that ionize or dissociate completely in water and weak acids and bases are weak electrolytes that only partially

ionize or dissociate. 5. Acid and base strength can be determined with the use of the pH scale. 6. Ionization of a weak acid or base is an equilibrium process 7. The pH of an unknown acid or base can be determined through titration.

Essential Questions: What are the similarities and differences between the 3 acid base theories? What makes one acid strong and another weak? What is the pH scale and how is it used to determine acidity or basicity? How can the pH of an unknown solution be determined?









5.2.12.A.6: Relate the pH scale to the concentrations of various acids and bases. .

1. The 3 acid-base theories.

2. What makes an acid strong or weak.

3. The equation for the auto-

ionization of water and the equilibrium expression.

4. How to calculate pH or pOH.

5. Name acids and bases

1. Write the equation for the self-ionization of water.

2. Calculate pH, pOH, hydrogen concentration, and hydroxide concentration.

3. Complete and balance a neutralization reaction.

4. Perform titration calculations.

1. Titration of an acid and a base.

2. Hydronium ion concentration

indicators.


6. Class discussion





Unit 8: Thermodynamics and Kinetics

Targeted Standards: 5.2.12.B.1, B.2, B.3, C.1, C.2, D.2, D.3, D.4, D.5

Unit Objectives/Conceptual Understandings: 1. Heat is a form of energy that flows due to differences in temperature. 2. Energy can be neither created nor destroyed. 3. The total energy of a closed system is constant. 4. ∆H, enthalpy, is a measure of the quantity of heat gained or lost by the system. 5. Enthalpy changes for a reaction can be calculated using enthalpies of other reactions or enthalpies of formation values. 6. In any spontaneous process, the entropy of the universe must increase. 7. The spontaneity of a reaction is dependent upon Temperature, entropy, and enthalpy. 8. The rate of a reaction is dependent upon several factors. 9. Some reactions are reversible.

Essential Questions: 1. Are heat and temperature the same? Explain. 2. What is specific heat and what role does it play in determining the materials used in products of our everyday life? 3. How can Hess’s law be used to determine the heat of a reaction that have not been performed? 4. Does every collision between reacting particles produce products? 5. How can the Gibbs Helmholtz equation be used to determine if a reaction will occur spontaneously? 6. How is the rate of a reaction measured and what factors it?

Unit Assessment: TBD Core Content Objectives




Skills What students will be

able to do.



5.2.12.C.2: Account for any trends in the melting points and boiling points of various compounds.

5.2.12.D.2: Describe the potential commercial applications of exothermic and endothermic reactions.

5.2.12.D.4: Measure quantitatively the energy transferred between objects

1. The difference between heat and temperature.

2. Heat capacity of an object is dependent on mass and chemical composition.

3. How heat can flow into or

out of a system. 4. How to measure the rate

of a reaction and the four factors that influence the rate of a chemical reaction.

1. Perform Calorimetric calculations.

2. Use Hess’s Law and heats of formation to determine ∆Hrxn.

3. Determine how an equilibrium will be affected by temperature, pressure, and concentration changes

1. Specific Heat Lab 2. Heats of reaction or combustion

3. Factors Affecting Reaction Rates Lab 4. Entropy and enthalpy


6. Class discussion


during a collision.

5.2.12.D.5: Model the change in rate of a reaction by changing a factor.

5. How energy is involved in the conversion of reactants to products.

6. How changes in entropy,

enthalpy, and temperature affect spontaneity.

Resources: Modern Chemistry (Holt, 2002). Chapter 17. Instructional Adjustments: Modifications, student



Unit 9: Equilibrium

Targeted Standards: 5.2.12.D.5

Unit Objectives 1. Most chemical reactions reach an equilibrium. 2. For a system at equilibrium, there is a relationship between the amounts of reactants and products, with the exception of pure solids and liquids. 3. Equilibrium constants can be used to predict the concentrations of reactants and products when a system reaches equilibrium. 4. When a system at equilibrium is stressed, by changes in concentration, temperature, volume and pressure, it will move in a direction to minimize the stress. 5. The ionization of a weak acid or base is an equilibrium process. 6. Salts of weak acids or bases, have either acidic or basic properties. 7. Solubility product constants are used to determine to what extent sparingly soluble salts will dissolve in water. 8. A common ion will affect the solubility of a salt in water.

Essential Questions: 1. What is chemical equilibrium and how is it related to reaction rates? 2. What is the law of Mass action? 3. What is an equilibrium constant? 4. How do changes in concentration, temperature, volume, and pressure, affect a chemical equilibrium?

Unit Assessment: TBD Core Content Objectives







5.2.12.D.5: Model the change in rate of a reaction by changing a factor.

1. What is meant by a chemical equilibrium and how does it relate to a reaction rate.

2. How to write an equilibrium expression.

3. How to relate the magnitude of an equilibrium constant to the relative amounts of reactants and products.

4. That ksp can be calculated from molar solubilities.

5. ksp can be used to predict whether a precipitate will

1. Write an equilibrium expression.

2. Determine how an equilibrium will be affected by temperature, pressure, and concentration changes

3. Write an equilibrium expression for a heterogeneous reaction.

4. Calculate the equilibrium constant from concentration measurements.

5. Predict the direction of a reaction given the initial concentrations of reactants

1. Equilibrium/Le Chatelier’s Principle.

2. Determination of ksp


6. Class discussion


form when two ions are mixed.

and products.

6. Calculate ksp from molar solubility.

Resources: Modern Chemistry (Holt, 2002). Chapter 18



CHEMISTRY (HONORS) 22 Unit 10: Electrochemistry

Targeted Standards: 5.2.12.B.2 Unit Objectives/Conceptual Understandings: 1. Oxidation number differs from ionic charge. 2. Electrons lost must equal electrons gained for any redox reaction. 3. If the electrons transferred in a redox reaction can be harnessed, then they can be used to do work.

Essential Questions: 1. What is the oxidation number for each element in a compound? 2. What are the oxidizing and reducing agents in a chemical reaction? 3. What are the oxidation and reduction half reactions?




Cumulative Progress

Indicators

Concepts


Skills





5.2.12.B.2: Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel.

1. That even though an atom may not lose or gain electrons, it assigned an oxidation number as if it did to keep track of changes in electronic structure.

2. How to recognize whether

a reaction is a redox reaction.

3. Students will know that

atoms and charge must be conserved in a redox reaction.

1. Determine oxidation number all elements in a compound

2. Identify oxidation, reduction,

oxidizing agent, and reducing agent in a chemical equation.

3. Balance redox equations using half reaction method.

1. Oxidation Reduction Reactions.


6. Class discussion

Resources: Modern Chemistry (Holt, 2002). Chapter 19



CHEMISTRY – HONORS APPENDIX A

PUBLIC SCHOOLS OF EDISON TOWNSHIP

OFFICE OF THE SUPERINTENDENT DIVISION OF CURRICULUM AND INSTRUCTION

COURSE REQUIREMENTS

CHEMISTRY - HONORS

Grades: 10-12 LENGTH OF COURSE: TERM

I. COURSE CONTENT - This course will consist of the following units of study:

A. Scientific Processes: observations, regularities, communication B. The Atomic Theory: classification and arrangement of matter; mole theory C. Principles of Chemical Reactions: equations, stoichiometric relationships, chemical

shorthand and formula writing D. Kinetic Theory of Gases: particle motion, heat transfer, idea, gas laws, states of

matter, phase change E. Solutions: concentration, solubility ionization F. Periodic Table: classification of elements, trends and properties G. Structure of the Atom: evolution of atomic models, electron configuration, isotopes,

introduction to quantum theory H. Chemical Bonding: bond types, ionic and molecular structures,

hydrocarbons, oxidation numbers, isomers I. Energy of Reactions: entropy, heat or reaction, conservation of energy J. Chemical Reaction Rates: collision theory, reaction mechanism catalysis K. Equilibrium: types of equilibrium, factors affecting equilibrium, equilibrium constants,

equilibrium calculations L. Acids, Bases and Salts: operational definitions, properties and names, acid- base

reactions M. Oxidation - Reduction: ionic equations, electrolysis

(Additionally, career-related topics and information will be presented/reviewed)

II. COURSE REQUIREMENTS - To complete this course successfully, students will be required to demonstrate a satisfactory (or higher) level of proficiency in: A. Understanding the significance scientific processes B. Understanding the evolution of atomic theories and Avogadro's hypotheses C. Understanding elements, compounds, molecules, equations and moles D. Understanding kinetic theory and its relationship to states of mater and the ideal gas

laws E. Understanding the nature and properties of solutions and ions F. Understanding the Periodic Table and the relationship between properties and structure of elements

CHEMISTRY (HONORS) APPENDIX A

G. Understanding the role of those experiments and theories which served as the basis for modern atomic models

H. Understanding chemical bonding and how it affects molecular structure and properties I. Understanding energy changes during chemical reactions J. Understanding factors that affect the rate of chemical reactions via the collision theory K. Understanding the principle of equilibrium and the factors that affect it in a chemical

reaction L. Understanding the properties of acids and bases and their reactions M. Understanding the electrochemical nature of oxidation - reduction N. An awareness of the kinds of careers associated with chemistry

Ill. EVALUATION PROCESS A. Throughout the length of this course, students will be evaluated on the basis of:

1. Tests and/or quizzes

2. Lab reports

3. Homework assignments

4. Class participation B. Midterm performance assessments and a final examination will be administered. The

academic value of the combined grades shall be 20% of the final grade.

CHEMISTRY (HONORS) APPENDIX B

PUBLIC SCHOOLS OF EDISON TOWNSHIP

OFFICE OF THE SUPERINTENDENT DIVISION OF CURRICULUM AND INSTRUCTION

CRITERIA

CHEMISTRY - HONORS

Grades: 6-12

Admission into Chemistry Honors is dependent upon meeting three of the following criteria:

1. Science Grades - students enrolled in "Biology Honors" must have a B- or higher average. Students enrolled in "Biology Accelerated" must have an A or A+ average.

2. Math Grades - students enrolled in "Math Honors" must have a B- or higher average. Students enrolled in "Math Accelerated" must have an A or A+ average.

3. PSAT - score of 55 or higher in math or combined math and verbal score of 110.

4. Teacher Recommendation - teacher recommendation based upon the following: a. A high degree of motivation and ability b. Ability to grasp abstract ideas and concepts

a A positive attitude toward science

CHEMISTRY – HONORS APPENDIX C

CORE COURSE PROFICIENCIES:

Chemistry


CHEMISTRY CORE PROFICIENCIES

OVERVIEW

The core proficiencies for chemistry are described in this section, followed by a matrix of

"relevant items" for some of these concepts. The matrix is not intended as a list of topics that

will necessarily be included in a curriculum; rather, it serves to present sample items that

can be addressed to clarify a specific key concept. It is up to the teacher to decide which -

topics to use to teach the proficiencies and how deeply to explore them. We stress that these

proficiencies provide a simple but sold disciplinary foundation that complements the unifying

concepts, and they can be expanded as needed.

The list of topics that has be provided for each proficiency represents a set of

alternative means whereby the proficiencies can be met. It is expected that a teacher might

use some or all of these topics depending upon local circumstances.

PROFICIENCIES

Through learning opportunities provided in chemistry at the high school level, students will

demonstrate the ability to:

1. Identify the components of the atom, i.e., location, charge, mass, name.

2. Utilize models (physical or mental) of molecules to write formulas for compounds.

3. Use appropriate basic chemical terminology.

4. Describe and predict the nature of elements and chemical reactions with the

assistance of the Periodic Table.


5. Determine how energy and matter are related in many ways through their

transportation, transformation, and conservation.

6. Apply their knowledge of atomic structure to show its relationship to the chemical behavior

of the elements.

7. Explain how the behavior of matter under various common circumstances is

dependent on its physical state, i.e., solid, liquid, plasma, or gas.

8. Apply the mole concept to explain the behavior of matter and calculate quantitative

relationships.

9. Compare and contrast physical, chemical, and nuclear changes.

10. Denote the conditions that establish an equilibrium (balance of forces) system and recognize

the existence of equilibrium (balance of forces) systems in the real world,

11. Explain how matter undergoes chemical reactions whose nature, occurrence, and rates are

dependent upon the intrinsic features of atoms and molecules and upon the surrounding

environment.

12. Compare and contrast the changes of properties between reactants and products in a

chemical transformation.

13. Illustrate how chemical systems control the natural and man-made world.

14. Cite examples of how technologies have been influenced by changes in our

understanding of atomic theory from the early Greeks through Dalton to the modern models.

15. Logically gather, order, and interpret data through an appropriate use of

measurement and tools.

CHEMISTRY (HONORS) APPENDIX C

SAMPLE CONCEPTS OR TOPICS MATCHED TO THE PROFICIENCES

10 12

1 6 11 13

8

2 4 6 11 12 4 7 9 12

2 5 11

3

5

5

10 11 13

5 10

10

7 9 10 11

2 3 12

7 8

14

5 7

7 11

15

15

15

14

8

2

13

1 3

15

12

4 6

4 6

5 7 9

8

14

4 5 7 10 12 4 6 9

15

15

15

15

10

7 10

5 7 9

8 3

2 6

acids, bases, and salts atomic structure Avogadro's number bonding characteristic properties of matter chemical and nuclear reactions classification of matter concept of matter and energy conservation laws ecological concepts energy flow equilibrium factors affecting reactions formula writing gas laws history of chemistry Kinetic Molecular Theory Le Chatelier's Principle logical reasoning measurement metric system modern technological developments mole concept molecular shape nature vs. man-made chemical systems nomenclature observation oxidation/reduction reactions periodic table periodicity physical, chemical, and nuclear changes quantitative mechanical model quantum mechanical model rates of chemical reactions reaction types safety

scientific methods scientific notation significant figures solubility

solutions/concentrations states of matter stochiometry types of compounds

13

CHEMISTRY (HONORS) APPENDIX D

Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core

Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and

reflective of the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential

questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that

are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner

interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports

student interaction, lesson objectives, and learning activities? 2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided

reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their

growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their

learning? j. learners receiving appropriate modifications and accommodations to support their learning?

CHEMISTRY (HONORS) APPENDIX D

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized

Education Plans?

b. modification of content, strategies, materials and assessment based on the interest and

immediate needs of students during the lesson?

c. formative assessment of the learning before, during, and after the lesson, to provide

timely feedback to learners and adjust instruction accordingly?

d. the use of formative assessment by both teacher and student to make decisions about

what actions to take to promote further learning?

e. use of strategies for concept building including inductive learning, discovery-learning

and inquiry activities?

f. use of prior knowledge to build background information through such strategies as

anticipatory set,

K-W-L, and prediction brainstorms?

g. deliberate teacher modeling of effective thinking and learning strategies during the

lesson?

h. understanding of current research on how the brain takes in and processes information

and how that information can be used to enhance instruction?

i. awareness of the preferred informational processing strategies of learners who are

technologically sophisticated and the use of appropriate strategies to engage them and

assist their learning?

j. activities that address the visual, auditory, and kinesthetic learning modalities of learners?

k. use of questioning strategies that promote discussion, problem solving, and higher levels

of thinking?

l. use of graphic organizers and hands-on manipulatives?

m. creation of an environment which is learner-centered, content rich, and reflective of

learner efforts in which children feel free to take risks and learn by trial and error?

n. development of a climate of mutual respect in the classroom, one that is considerate of

and addresses differences in culture, race, gender, and readiness levels?

o. transmission of proactive rules and routines which students have internalized and

effective use of relationship-preserving desists when students break rules or fail to follow

procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of:

a. continuing the pursuit of knowledge of subject matter and current research on effective

practices in teaching and learning, particularly as they tie into changes in culture and

technology?

b. maintaining accurate records and completing forms/reports in a timely manner?

c. communicating with parents about their child’s progress and the instructional process?

d. treating learners with care, fairness, and respect?

e. working collaboratively and cooperatively with colleagues and other school personnel?

f. presenting a professional demeanor? MQ/jlm

7/2009

public schools of edison township

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