STANDARD
ROCHESTER CITY SCHOOL DISTRICT
REGENTS CHEMISTRY
CURRICULUM
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary
The essential vocabulary terms were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.
The Conceptual Question
The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
SCIENCE PROCESSING SKILLS
Observing
• Using one or more of your senses to gather information about objects or events
• Seeing, hearing ,touching, smelling, or tasting or combinations of these
• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
• Scientific observations are always recorded
• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.
• Based on an identification process objects or events can be grouped according to similarities and differences
• Objects or events are placed into categories based on their identifiable characteristics or attributes.
• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
Comparing and Contrasting
• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
• Using specific criteria to establish similarities and /or differences between two or more objects or events.
• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
• A statement, reasonable judgment or explanation based on an observation or set of observations
• Drawing a conclusion based on past experiences and observations
• Inferences are influenced by past experiences
• Inferences often lead to predictions
• Taking previous knowledge and linking it to an observation
• An untested explanation
Predicting
• Making a forecast of future events or conditions expected to exist
• Forecasting an expected result based on past observations, patterns, trends, data, or evidence
• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
• Using an inference to tell what will happen in the future
• Interpolated prediction is made between two known data points
• Extrapolated prediction is made outside or beyond known data points
Measuring
• Making direct and indirect comparisons to a standard unit
• Each measurement has a number and a unit
• Making quantitative observations or comparisons to conventional or non-conventional standards
• Instruments may be used to make reliable, precise, and accurate measurements
Communicating
• Verbal, graphic or written exchange of information
• Describing observations, procedures, results or methods
• Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
• Making a possible explanation based on previous knowledge and observations
• Making an “educated” guess
• Proposing a solution to a problem based on some pertinent information on the problem
• Constructing an explanation based on knowledge of the condition
• Tells how one variable will affect the other variable
• A logical explanation that can be tested
• Identifying variables and their relationship(s)
• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather supportive or non-supportive evidence
• Testing variables and drawing conclusions based on the results
• Designing investigations to test hypotheses
• Testing how one variable affects the other
• Following a precise method to test a hypothesis
• Forming conclusions based on information collected
• Controlling variables to isolate how one will affect the other.
• Answering a research question
Making Models
• Creating representations of objects, ideas or events to demonstrate how something looks or works
• Models may be physical or mental representations
• Models can be computer generated
• Displaying information, using multi-sensory representations
Constructing Graphs
• Identifying dependent and independent variables and showing relationships
• Showing comparisons between two or more , objects or events
• Distribution of percentages
• Producing a visual representative of data that shows relationships, comparisons or distribution
• Labeling and scaling the axis
• Descriptive data – bar graph
• Continuous data – line graph
• Converting discreet data into pictures
Collecting and Organizing Data
• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
• Categorizing and tabulating the information to illustrate patterns or trends
• Recording measurements, male drawings, diagrams, lists or descriptions
• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
• Sorting, organizing and presenting information to better display the results
• Using titles, tables, and units for columns
Analyzing and Interpreting Data
• Looking for patterns, trends or relationships in the arrangement of data
• Deciding what the collection of information means
• Looking at pieces of data to understand the whole
• Looking at the independent and dependent variables and their relationship
• Looking for consistency and discrepancies in the data
• Making sense of the observations, data, etc.
Forming Conclusions
• Making final statements based on the interpretation of data
• Making a decision or generalization based on evidence supported by the data
• Telling whether the data supports the hypothesis or not
• A factual summary of the data
Researching Information
• Asking questions and looking for relevant information to answer it
• Using various methods and sources to find information
• Identifying variables and asking questions about it followed by gathering relevant information.
• Research questions may focus on one variable or the relationship between two variables.
• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
Formulating Questions
• Asking the who, what, where, when, why, how, what if, of the problem, information, or even
• Using the given information to search for further understanding
• Asking textually explicit questions that can be answered by the text.
• Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
• Making a judgment about the size or number of an item, or attribute without actually measuring it
• Making a judgment based on past experiences or familiarity
Identifying Variables
• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
• Showing the cause and effect relationship in respect to the variables
• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).
Controlling Variables
• Keeping variables consistent or constant throughout and experiment
• Controlling the effect or factors that influence the investigation
Forming Operational Definitions
• Tell how an object, item, idea, or model functions works or behaves
• Tells the purpose or the use of the object or model
• Tells what the term means and how to recognize it
Reading Scales and Instruments
• Identifying the intervals and scales
• Reading or counting the total number of scales , graduations or points
• Identifying initial and final measurements, counts or increments
Calibrating Instruments
• Setting the instrument to zero before beginning to use it
• Adjusting the instrument to measure exact with known copies
• Setting the instrument measures to a known standard
Following Procedures
• Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying Formulas
• Using theoretical formulas to a concrete or abstract situation
• Applying a theoretical measurement to a model
• Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting Scientific Illustrations
• Looking for connections, sequences and relationships amongst the components
• Identifying individual and multiple relationships
• Categorizing groups and individual entities
• Reading the label or description of the illustration
Sequencing
• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
• Identifying the elements and organizing them chronologically
Conduct an Investigation
• Identify the question or problem
• Conduct some preliminary research
• Identify the variables
• Develop and follow the procedures
• Make observations and collect data
• Analyze the information and report the results
Identifying Properties
• Selecting items, conditions or events based on specific attributes or features
Evaluating
• Making a judgment of worth or merit based on a set of criteria
• Deciding to approve or disapprove a based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
Seeking and Providing Evidence
• Searching for and sharing factual information
• Identifying relationships or proofs that support an argument
• Stating specific and significant or relevant information to support an idea, decision or argument
Making Decisions
• Gathering relevant information, or evidence to support a choice between alternatives
Manipulating Materials
• Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
• Making a general statements from specifics, particulars, or components
Identifying Cause and Effect Relationships
• Recognizing the influence of the independent variable on the dependent variable
• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing Tables
• Placing similar information into categories
• Ordering discrete information into groups to develop patterns, trends, etc
• Using columns and rows to distinguish elements and components of the information
Analyzing Results
• Determine the meaning of the data collected
• Identifying specific patterns from the information or effects
• Separating the information to understand the components
Interpreting Graphs
• Identify the variables and categories
• Look for relationships and patterns
• Look for sources of errors
• Asking what is evident from the information
• Can interpolations and extrapolations be made from the data
Interpreting Diagrams
• Tell what the objects, or items represents
• Tell what the diagram is a model of, or represents
• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
• Tell the sequence of events or the chronology of the elements
• Construct an explanation from the interrelated parts or components
REGENTS CHEMISTRY
PROCESS SKILLS
PROCESS SKILLS
PROCESS SKILLS
BASED ON STARNDARD 4
STANDARD 4 – The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable.
| |Key Idea 3: |
|STANDARD 4 |Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. |
|The Physical Setting |use models to describe the structure of an atom |
| |determine the number of protons or electrons in an atom or ion when given one of these values |
| |calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values |
| |distinguish between valence and non-valence electrons, given an electron configuration, e.g., 2-8-2 |
| |draw a Lewis electron-dot structure of an atom |
| |classify elements as metals, nonmetals, metalloids, or noble gases by their properties |
| |compare and contrast properties of elements within a group or a period for Groups, 1,2,13-18 on the Periodic Table |
| |determine the group of an element, given the chemical formula of a compound, e.g., XCI or XCI[pic] |
| |explain the placement of an unknown element on the Periodic Table based on its properties |
| |classify an organic compound based on its structural of condensed structural formula |
| |draw a structural formula with the functional group(s) on a straight chain hydrocarbon backbone, when given the IUPAC name for the |
| |compound |
| |draw structural formulas for alkanes, alkenes, and alkynes containing a maximum of ten carbon atoms |
| |use a simple particle model to differentiate among properties of solids, liquids, and gases |
| |compare the entropy of phases of matter |
| |describe the processes and uses of filtration, distillation, and chromatography in the separation of a mixture |
| |interpret and construct solubility curves |
| |apply the adage “like dissolves like” to real-world situations |
| |interpret solution concentration data |
| |use solubility curves to distinguish among saturated, supersaturated, and unsaturated solutions |
| |given properties, identify substances as Arrhenius acids or Arrhenius bases |
| |identify solutions as acid, base, or neutral based upon the PH |
| |interpret changes and acid-base indicator color |
| |use particle models/diagrams to differentiate among elements, compounds, and mixtures |
| |distinguish between chemical and physical changes |
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| |identify types of chemical reactions |
| |balance equations, given the formulas of reactants and products |
| |interpret balanced chemical equations in terms of conservation of matter and energy |
| |create and use models of particles to demonstrate balanced equations |
| |convert temperatures in Celsius degrees (°C) to kelvins (K), and kelvins to Celsius degrees |
| |describe the concentration of particles and rates of opposing reactions in an equilibrium system |
| |use collision theory to explain how various factors, such as temperature, surface area, and concentration, influence the rate of |
| |reaction |
| |distinguish between endothermic and exothermic reactions |
| |distinguish between heat energy and temperature in terms of molecular motion and amount of matter |
| |explain phase change in terms of the changes in energy and intermolecular distances |
| |compare and contrast fission and fusion reactions |
|STANDARD 4 |identify specific uses of some common radioisotopes, such as I-131 in diagnosing and treating thyroid disorders, C-14 to C-12 ratio |
|The Physical Setting |in dating once-living organisms, U-238 to Pb-206 ratio in dating geological formations, and Co-60 in treating cancer |
| |demonstrate bonding concepts, using Lewis dot structures representing valance electrons: |
|continued |transferred (ionic bonding) |
| |shared (covalent bonding) |
| |in a stable octet |
| |distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds |
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TOPIC I
ATOMIC CONCEPTS
STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.1 |Identify and explain the advantages and disadvantages of the various |Compare and contrast the atomic models of ancient Greece, Dalton, |
|The modern model of the atom has evolved over a long period of time |models of the atom. |Thomson, Rutherford and Bohr. |
|through the work of many scientists. |Describe now the model of the atom has changed from ancient Greek theory|Explain how Rutherford’s experiment resulted in the model of the atom.|
| |to the model accepted by scientists today. |Identify characteristics of subatomic particles including mass, charge|
| | |and location. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Atom |Videoclip- Scattering of alpha particles by gold foil (Scattering of |How has the modern atomic model evolved from ancient theory to today? |
|Atomic mass unit |alphaparticles.mov). | |
|Electron |Videos on the atomic models. | |
|Neutron |Rutherford scattering experiment (using marbles or magnetic marbles to | |
|Nucleus |map out an unknown shape). | |
|Orbital | | |
|Proton | | |
|Wave-mechanical model | | |
|Rutherford | | |
|Bohr | | |
|Planetary model | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.2 |Describe the basic structure and charge of an atom. |Identify the different regions of charge on a carbon-12 atom. |
|Each atom has a nucleus, with an overall positive charge, surrounded by | | |
|one or more negatively charged electrons. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Subatomic particles |Student-made models, using various types of materials. |How are the charges distributed around an atom? |
|Isotopes |Students present models to class, to discuss why/why not they are | |
|Orbital model |functional. | |
|Charge cloud model | | |
|Bohr model | | |
|Rutherford model | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.3 |Identify and describe the contents of the nucleus. |Label the protons and neutrons in an atom. |
|Subatomic particles contained in the nucleus include protons and | |Draw a model of an atom that contains 12 protons, 13 neutrons, and 12 |
|neutrons. | |electrons. |
| | |Identify the number of protons and neutrons contained in a chlorine-36|
| | |atom. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Subatomic particles |Provide students with several atoms and their masses. Have students |Where are the protons and neutrons located in the atom? |
|Protons |determine the number of protons and neutrons in each atom. | |
|Neutrons | | |
|Nucleus | | |
|Nucleons | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.4 |Identify the charges on the subatomic particles. |Determine the number of protons, electrons or neutrons based on their |
|The proton is positively charged and the neutron has no charge. The | |charges. |
|electron is negatively charged. | |Given Sodium-23: Determine the net charge of the nucleus, the region |
| | |surrounding the nucleus, and the entire atom. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Positive charge |Give each student a different atom with a specific mass. Have students |What distinguishes a proton from a neutron? |
|Negative charge |draw a model that indicates the numbers of protons, neutrons, and |How are charges distributed in an atom? |
|Anode |electrons and their given charge. | |
|Cathode | | |
|Proton | | |
|Neutron | | |
|Electron | | |
STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.5 |Determine the number of protons or electrons in an atom or ion when |Determine the net charge based on the number of protons and electrons.|
|Protons and electrons have equal but opposite charges. The number of |given one of these values. |Determine the number of protons when given the number of electrons and|
|protons equals the number of electrons in an atom. | |vice versa. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Protons |Practice determining the number of protons and electrons in a given |How does the overall charge of an atom relate to the number of protons|
|Electrons |atom. |and electrons it has? |
|Net charge | | |
|Opposite charges | | |
|Positive charges | | |
|Negative charges | | |
|Atomic number | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.6 |Calculate the mass of an atom, the number of neutrons or the number of |Compare and contrast the masses of protons, neutrons and electrons. |
|The mass of each proton and each neutron is approximately equal to one |protons, given the other two values. |Define an atomic mass unit. |
|atomic mass unit. An electron is much less massive than a proton or a |Explain how the various subatomic particles contribute to the mass of |Determine the atomic mass of various atoms. |
|neutron. |the atom. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Atomic mass |Practice calculating atomic mass. |How is the mass of an atom calculated? |
|Atomic mass unit (amu) |Determine the quantity of one subatomic particle given the other two. | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.7 |Explain how electron density or position are determined with various |Compare and contrast the electron cloud model to other models. |
|In the wave-mechanical model (electron cloud model), electrons are in |models. |Analyze and explain the advantages of the electron cloud model. |
|orbitals, which are defined as the regions of the most probable electron| | |
|location (ground state). | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Orbitals |Demonstrate how electrons move from one energy level to another. |How does the electron cloud model of the atom explain the structure of|
|Electron cloud model | |the atom? |
|Ground state | |How does the electron cloud model explain distribution of electron? |
|Energy levels | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.8 |Describe the properties and energy of electron in various states. |Identify the position of various electrons and their corresponding |
|Each electron has its own distinct amount of energy. | |energy levels. |
| | |Determine the number of electrons in each energy level for an atom if |
| | |the electrons are in the ground state. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Energy level |Practice writing electron configurations of various elements. |How are electrons identified? |
|Electronic configuration |Determine how many electrons are in each energy level for a given atom. | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.9 |Distinguish between ground state and excited state electron |Determine the electronic configuration of various atoms in the ground|
|When an electron in an atom gains a specific amount of energy, the |configurations. |state and excited state. |
|electron is at a higher energy state (excited state). | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Energy level |Practice writing the electronic configuration of various elements in an |How do electrons within an atom move to a higher energy level? |
|Excited state |excited state. |- lower energy level? |
|Ground state | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.10 |Identify an element by comparing its bright-line spectrum to given |Plot elements along the line the electromagnetic spectrum. |
|When an electron returns from a higher state to a lower energy state, a |spectra. |Identify elements in excited state or ground state. |
|specific amount of energy is emitted. This emitted energy can be used |Explain how an electron gives of energy by returning to the ground state.|Determine the energy emitted by an electron returning to the ground |
|to identify an element. | |state |
| | |Explain what happens when you move from red to violet along the |
| | |continuous spectrum. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Spectrum |Flame test lab |Why do elements give off different colors when in a flame test? |
|Hertz |Using a gas emission tube, have students identify an unknown gas using a | |
|Frequency |spectroscope. | |
|Continuous spectrum | | |
|Bright line spectrum | | |
|Wavelength | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.11 |Distinguish between valence and non-valence electrons, given an electron |Identify the valence electrons of various elements. |
|The outermost electrons in an atom are called the valence electrons. In|configuration. |Draw a Lewis electron-dot structure for a chlorine atom. |
|general, the number of valence electrons affects the chemical properties|Draw a Lewis electron-dot structure of an atom. | |
|of an element. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Lewis electron-dot structure |Make models of various atoms. |What are valence electrons and why are they important? |
|Valence electron |Make models of molecules that relate to various substances: | |
|Electron configuration |NaCl, Sugar, Carbon, Oxygen | |
|S and P sublevels | | |
|Orbital | | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|I.12 |Compare and contrast isotopes of an element. |Define an isotope. |
|Atoms of an element that contain the same number of protons but | |Determine the number of protons, neutrons and electrons of an isotope |
|different numbers of neutrons are called isotopes of that element. | |from its name or symbol. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Isotope |Determine numbers of subatomic particles using atomic number and mass |What is an isotope? |
| |number. | |
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STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understandings |Performance Indicators |Suggested Assessment |
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|I.13 |Calculate the atomic mass of an element, given the masses and ratios of |Calculate the average atomic mass of an element given the relative |
|The average atomic mass of an element is the weighted average of the |naturally occurring isotopes. |abundance of its naturally occurring isotopes. |
|masses of its naturally occurring isotopes. |Given an atomic mass, determine the most abundant isotope |Identify the most abundant isotope given the average atomic mass. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Isotope Lab- using different colored marbles in paper cups, explore mass | |
|Excited state |differences and weighted averages. |Why are the masses on the periodic table not whole numbers? |
|Ground state |Investigate the most abundant isotope of some common elements. | |
|Spectrum/spectra | | |
|Valence electrons | | |
|Average atomic mass | | |
|Abundance | | |
|Mass number | | |
|Naturally occurring | | |
|Weighted average | | |
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TOPIC II
PERIODIC TABLE
STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.1 |Explain the placement of an unknown element on the Periodic Table based |Distinguish between chemical and physical properties. |
|The placement or location of elements on the periodic table gives an |on its properties. |Identify physical and chemical properties of different areas of the |
|indication of the physical and chemical properties of that element. The|Arrange the elements on the periodic table based on their atomic number.|periodic table. |
|elements on the periodic table are arranged in order of increasing | |How are elements arranged on the periodic table? |
|atomic number. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chemical properties |Compound jumble- organizes a set of oxides, chlorides and hydrides into |What are the chemical properties of each type of element (metal, |
|Atomic number |categories. |nonmetal, etc.)? |
|Periodic table |Video of the reactions of alkali metals with water. |How are elements arranged on the periodic table? |
|Periodic law |Mendeleev Lab: Provide students with cards describing the properties of| |
|Physical properties |many elements. Have them arrange the cards in groups and rows with | |
|Period |similar properties. Then give students cards of unknown elements and | |
|Row |have them insert the unknown elements into the appropriate group and row| |
|Group |based on their characteristics. | |
|Gamily | | |
|Mendeleev | | |
|Mosley | | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.2 |Identify a given element based on atomic number. |Identify the number of electrons and protons for any given atom or |
|The number of protons in an atom (atomic number) identifies the element.|Explain how isotopes are identified. |ion. |
|The sum of the protons and neutrons in an atom (mass number) identifies |Interpret and write isotopic notation. |Determine the number of neutrons in an atom when given the mass |
|an isotope. Common notations the represent isotopes include: carbon-14,| |number. |
|C-14 and 14C. | |Write two isotopes of oxygen. |
| | |Distinguish between atomic number (number of protons) and mass number |
| | |(number of protons and neutrons). |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Mass number |Draw models of an atom to represent two isotopes. |What is the difference between an atom and an ion? |
|Isotope |Complete a chart of various atoms and ions to identify the atomic |What is an isotope? |
| |number, mass number, charge, protons, neutrons, and electrons. | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.3 |Classify elements as metals, nonmetals, metalloids, or noble gases by |Explain the placement of an unknown element on the Periodic Table |
|Elements can be classified by their properties and located on the |their properties. |based on its properties. |
|periodic table as metals, nonmetals, metalloids (B, Si, Ge, As, Sb, Te) | |Identify the location of metals, non-metals, metalloids, and noble |
|or noble gases. | |gases on the periodic table. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Period |Practice the identification of elements based on specific properties. |What are the properties of metals, non-metals, and metalloids? |
|Group |Given specific properties, determine the location of an element on the | |
|Family |periodic table. | |
|Metal |Color-code a periodic table to indicate the location of metals, | |
|Metalloid |non-metals, metalloids, and noble gases. | |
|Non-metal | | |
|Alkali metals | | |
|Alkaline Earth metals | | |
|Halogens | | |
|Noble gases | | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|II.4 |Classify elements as metals, nonmetals, metalloids, or noble gases by |List the physical characteristics of metals, nonmetals, metalloids, |
|Elements can be differentiated by their physical properties. Physical |their physical properties. |and noble gases. |
|properties of substances, such as density, conductivity, malleability, |Describe the states of the elements at STP. |List two elements that are liquids at STP. |
|solubility and hardness, differ among elements. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Density |Periodic Chart: |What are the different physical characteristics of a metal, metalloid |
|Conductivity |Assign groups to (groups) students. Students should research and |and nonmetals? |
|Malleability |present group characteristics to class. | |
|Solubility |Lab: Compare the physical properties of several different elements. | |
|Hardness | | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.5 |Classify elements as metals, nonmetals, metalloids, or noble gases by |Differentiate between a chemical and a physical property. |
|Elements can be differentiated by chemical properties. Chemical |their chemical properties. |Identify groups of elements based on their chemical properties and |
|properties describe how an element behaves during a chemical reaction. | |interactions. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Reactivity |Identify a list of characteristics as either physical or chemical. |How do the chemical properties of an element determine the behavior? |
| |Demonstrate reactions with certain groups/families of elements. | |
| |Predict the chemical behavior of elements based on their location on the| |
| |periodic table. | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #5: Matter Energy and matter interact through forces that result in changes in motion..
Performance Indicator 5.2: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.6 |Explain how molecular structure and both chemical and physical |How are graphite and a diamond both similar and different? |
|Some elements exist in two or more forms in the same phase. These forms|properties influence physical state. | |
|differ in their molecular or crystal structure and hence their | | |
|properties. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Allotrope |Have students compare and contrast the physical and chemical properties |How can two substances that are made out of the same element be so |
|Molecular structure |of oxygen (O[pic]) and Ozone (O[pic]). |different? (ex. diamond and coal) |
|Crystal structure | | |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.7 |Determine the group of an element, given the chemical formula of a |Identify the group of an element based on the given chemical formuli. |
|For Groups 1, 2 and 13 through 18 on the periodic table, elements within|compound, e.g., XCl or XCl[pic]. |Determine the number of valence electrons in an atom. |
|the same group have the same number of valence electrons (helium is an |Explain why valence electrons give elements their specific properties. |Explain why elements have various properties. |
|exception) and therefore similar chemical properties. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Provide students with a list of elements and have them determine the | |
|Valence electrons |correct number of valence electrons. |How can subscripts/formulas be used to determine location on the |
|Kernel |Examine several chemical compounds. Using the subscripts, predict the |periodic table? |
| |family that each element belongs to. |What do all of the elements in a group have in common? |
| | |How do valence electrons affect the chemical properties of elements? |
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STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.8 |Compare and contrast properties of elements within a group for Groups 1,|Describe the trend in metallic character as you go down a group. |
|The succession of elements within the same group demonstrates |2, |Why does first ionization energy decrease as you go down a group? |
|characteristic trends: differences in atomic radius, electro-negativity,|13-18 on the Periodic Table. | |
|first ionization energy, and metallic/nonmetallic properties. |Describe the factors that cause the periodic trends to change as you | |
| |move down a group. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Shielding effect |Using Table S, graph electronegativity, ionization energy and atomic |How do the properties of elements (atomic radius, electronegativity, |
| |radii separately for a specific group. Observe the trends shown. |first ionization energy, and metallic properties) change as you move |
| | |within groups of elements? |
STANDARD 4: The Physical Setting/Chemistry – Periodic Table
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|II.9 |Compare and contrast properties of elements within a period for Groups |Describe the trend in fist ionization energy as you move from left to |
|The succession of elements across the same period demonstrates |1, 2, 13-18 on the Periodic Table. |right across a period. |
|characteristic trends: differences in atomic radius, electro-negativity,|Describe the factors that cause the changes in the periodic trends as |Identify how the electronegativity changes as you move from left to |
|first ionization energy, and metallic/nonmetallic properties. |you move from left to right across a row. |right across a period. |
| | |Explain why atomic radius decreases as you move across a period. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Atomic radius |Using Table S, graph electronegativity, ionization energy and atomic |What changes occur to atomic radius, electronegativity, first |
|Electronegativity |radii separately for a specific group. Observe the trends shown. |ionization energy, and metallic/nonmetallic properties as you move |
|First ionization energy | |across a period? |
|Metallic properties | | |
|Nonmetallic properties | | |
|Trend | | |
TOPIC III
MOLES / STOICHIOMETRY
STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.1 |Determine the name of simple chemical formulas based on the IUPAC |Given a compound, write its formula. |
|A compound is a substance composed of two or more different elements |system. |Given a compound, provide its IUPAC name. |
|that are chemically combined in a fixed proportion. A chemical compound|Explain how compounds are formed. |What are the characteristics of a compound? |
|can be represented by a specific chemical formula and assigned a name |Determine the chemical formula of compounds when given the IUPAC name. | |
|based on the IUPAC system. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Compound |Practice formula writing and naming compounds. |What is a compound? |
|Element |Compare and contrast elements and mixtures. |How are compounds named? |
|Chemically combined | | |
|Chemical formula | | |
|IUPAC system | | |
|Subscript | | |
|Fixed proportion | | |
|Symbol | | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.2 |Categorize chemical formulas as empirical, molecular, and structural. |Given a molecular formula, provide the empirical and structural |
|Types of chemical formulas include: empirical, molecular, and | |formula. |
|structural. | |Write the empirical formula for a given molecular formula. |
| | |Compare and contrast empirical and molecular formulas |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Empirical formula |Build structural formulas from molecular formulas |How are empirical and molecular formulas related? |
|Molecular formula |Write empirical formulas from molecular compounds. | |
|Structural formula |Complete a Venn diagram for the three types of chemical formulas. | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.3 |Determine the molecular formula when given the empirical formula and the|Given a molecular formula, provide the empirical formula. |
|The empirical formula of a compound is the simplest whole-number ratio |molecular mass. |If the empirical formula for a compound is CH[pic] and the molecular |
|of atoms of the elements in a compound. It may be different from the |Determine the empirical formula from a molecular formula. |mass is 42 g/mol, then what is the molecular formula? |
|molecular formula, which is the actual ratio of atoms in a molecule of | | |
|that compound. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Empirical formula |Empirical formula lab |How are empirical formulas similar to and different from molecular |
|Molecular formula |Empirical and molecular formulas worksheet |formulas? |
|Ratio | | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.4 |Interpret balanced chemical equations in terms of conservation of matter|Balance chemical equations. |
|In all chemical reactions there is a conservation of mass, energy, and |and energy. |Using a balanced chemical equation, explain how mass is conserved. |
|charge. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chemical reactions |Use a simple recipe to demonstrate the need to alter amounts to fit the |How is mass conserved in a chemical reaction? |
|Law of conservation of mass |desired number of servings. | |
|Law of conservation of energy |Practice balancing equations. | |
|Law of conservation of charge | | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.5 |Balance equations, given the formulas for reactants and products. |Apply the smallest whole number coefficients to balance chemical |
|A balanced chemical equation represents conservation of atoms. The |Interpret balanced chemical equations in terms of conservation of matter|equations. |
|coefficients in a balanced chemical equation can be used to determine |and energy. |Given a number of moles of reactant, determine how many moles of |
|mole ratios in the reaction. |Calculate simple mole-mole stoichiometry problems, given a balanced |product can be produced. |
| |equation. |Determine the number of moles, atoms and mass of reactants in balanced|
| |Create and use models of particles to demonstrate balanced equations. |equation. |
| | |Explain the difference between subscripts and coefficients. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Coefficients |Mass-mole lab. |Why is it necessary to balance equations? |
|Mole ratios |Write mole ratios based on the balanced equation. |What are the steps in balancing an equation? |
|Balanced chemical equation |Practice balancing equations. | |
| |Calculate mole-mass problems. | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.6 |Calculate formula mass and gram-formula mass. |Calculate the formula masses or gram-formula masses of NaCl and |
|The formula mass of a substance is the sum of the atomic masses of its |Determine the number of moles of a substance, given its mass. |Al[pic](SO[pic])[pic]. |
|atoms. The molar mass (gram-formula mass) of a substance equals one |Determine the mass of a given number of moles of a substance. |How many moles of NaCl are contained in 2.5 grams of NaCl. |
|mole of that substance. | |How many grams of NaCl are in 5.0 moles of NaCl? |
| | |Define a mole. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Atomic mass |Practice calculating gram-formula mass and formula mass. |How do you find the mass of a compound? |
|Gram formula mass |Lab: Gram-formula mass |How are moles related to grams? |
|Mole |Convert moles to mass and mass to moles. | |
|Molar mass | | |
|Formula mass | | |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.7 |Calculate the percent composition of each element in a compound. |Determine the percent composition of water in a hydrate. |
|The percent composition by mass of each element in a compound can be | |Given two samples containing oxygen, determine which sample has the |
|calculated mathematically. | |greater composition of oxygen. |
| | |Determine the percent composition of the elements in a formula. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Percent composition |Lab: Percent composition of a hydrated salt. |How can the percent composition of a compound be determined? |
| |Practice calculating the percent composition of various compounds. |What percentage of glucose ([pic]) is made up of oxygen? |
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STANDARD 4: Moles/ Stoichiometry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|III.8 |Identify the types of chemical reactions. |Given different reactions, classify each into the categories of: |
|Types of chemical reactions include synthesis, decomposition, single | |synthesis, decomposition, single replacement, double replacement. |
|replacement, and double replacement. | |How are synthesis and decomposition reactions different? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Synthesis reaction |Lab: Types of chemical reactions. |What are the different types of chemical reactions? |
|Decomposition reaction |Demo: Patriotic colors (reaction types). | |
|Single replacement reaction |Practice identifying the different types of chemical reactions. | |
|Double replacement reaction | | |
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TOPIC IV
BONDING
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IV.1 |Distinguish among ionic, molecular, and metallic substances given their |Distinguish between chemical and physical properties. |
|Compounds can be differentiated by their chemical and physical |properties. |Identify compounds based on their chemical and physical properties. |
|properties. | |List the chemical and physical properties of various components. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chemical property |Categorize the physical properties of compounds. |How are compounds different from each other? |
|Physical property |Categorize the chemical properties of compounds. | |
|Compound |Identify of compounds (substances) based on their chemical and physical | |
| |properties. | |
| |Identification of unknown substances – lab. | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IV.2 |Distinguish between ionic and covalent compounds. |Identify ionic compounds. |
|The two major categories of compounds are ionic and molecular (covalent)| |Identify covalent compounds. |
|compounds. | |Compare and contrast ionic and covalent compounds. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Ionic compound |Practice identification of ionic and covalent compounds based on |What are the types of chemical compounds? |
|Molecular (covalent) compound |specific criteria. | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IV.3 |Describe how ionic, covalent and metallic bonds are formed. |Explain the role of electrons in the formation of ionic, covalent, and|
|Chemical bonds are formed when valence electrons are: transferred from |Demonstrate bonding concepts using Lewis dot structures representing |metallic substances. |
|on atom to another (ionic), shared between atoms (covalent), mobile |valence electrons: transferred (ionic bonding); shared (covalent |Draw Lewis dot diagrams to represent the following compounds: |
|within a metal (metallic). |bonding); in a stable octet. |NaCl, CH[pic] CaCl[pic] CO[pic] |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chemical bond |Practice writing equations for ionic and covalent bonds. |What is the role of valence electrons in a chemical bond? |
|Ionic bond |Use Lewis dot structures to represent the valence electrons in ionic and| |
|Covalent bond |covalent compounds. | |
|Metallic bond | | |
|Valence electron | | |
|Mobile | | |
|Bond bypes | | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IV.4 |Explain how multiple covalent bonds are formed. |Identify multiple covalent bonds. |
|In a multiple covalent bond, more than one pair of electrons is shared | |Describe how multiple covalent bonds are different from single bonds. |
|between the atoms. | |Use a Lewis dot diagram to show the bonding in [pic] and [pic]. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Molecular substances |Construct models and diagrams to show how bonds are formed between |How are covalent bonds formed? |
|Single bonds |various elements. Include examples for single, double, and triple |How are single, double, and triple covalent bonds different from each |
|Double bond |bonds. |other? |
|Triple bond | | |
|Unsaturated compound | | |
|Saturated compound | | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IV.5 |Explain what causes some molecules to be polar/non-polar. |Identify molecules that are polar and non-polar. |
|Molecular polarity can be determined by the shape of the molecule and | |Identify the factors that affect polarity in molecules |
|the distribution of the charge. Symmetrical (non-polar) molecules | |Compare and contrast polar and non-polar molecules (structure and |
|include CO2, CH4, and diatomic elements. Asymmetrical (polar) | |interaction). |
|molecules include HCl, NH3 and H2O. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Nonpolar molecules |Construct models of polar and nonpolar molecules using molecular modelt |What determines the polarity of a bond? of a molecule? |
|Polar molecules |kits. | |
|Symmetrical |Categorize molecules as polar or nonpolar based on the shape of the | |
|Asymmetrical |molecule or the distribution of the charge. | |
|Distribution of charge | | |
|Diatomic | | |
|Polarity | | |
|Nonpolar bond | | |
|Polar covalent bond | | |
|Dipole | | |
|Dipole moment | | |
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STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.6 |Explain how negative and positive ions are formed. |Identify examples of and describe how positive ions are formed. |
|When an atom gains one or more electrons, it becomes a negative ion and |Describe the characteristics of positive and negative ions. |Identify examples of and describe how negative ions are formed. |
|its radius increases. When an atom loses one or more electrons, it | |Compare the size of a chlorine ion to the size of a chlorine atom. |
|becomes a positive ion and its radius decreases. | |Compare the size of a calcium ion to the size of a calcium atom. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Atomic radii |Have students draw models of several atoms which show the number of |How are ions formed? |
|Ion |protons and neutrons in the nuclei and the electrons in each energy |How does gaining or losing an electron affect the size of an ion? |
|Negative ion |level. Then have students draw pictures of the atoms after they have | |
|Anion |become ions. Compare the radii of each. Draw a generalization | |
|Positive ion |comparing atomic radii of atoms compared to positive and negative ions. | |
|Catron | | |
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STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.7 |Describe the changes in energy when bonds are formed and broken. |Determine the amount of energy transformed when bonds are formed or |
|When a bond is broken, energy is absorbed. When a bond is formed, | |broken. |
|energy is released. | |Compare the amount of energy present in individual atoms to the amount|
| | |of energy after they have bonded together. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Bond energy |Use magnets to simulate the energy needed to break a bond. Place the |How is energy involved in bond formation? |
| |opposite poles of the magnets toward each other and let them “clamp | |
| |together” in a position of lower energy. Work is required to separate | |
| |the magnets so energy is absorbed as bonds are broken. | |
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STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.8 |Determine the noble gas configuration an atom will achieve when bonding.|Explain the relationship between valence electrons and stability. |
|Atoms attain a stable valence electron configuration by bonding with |Explain how bonding produces stability. |In the compound NaC1, the electron configuration of the sodium and |
|other atoms. Noble gases have a stable valence state and tend not to | |chlorine ions are the same as what two noble gases? |
|bond. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Valence electron |Use a Lewis dot diagram to show atoms that have noble gas configurations|Why do atoms bond to other atoms? |
|Noble gas configuration |after bonding. | |
|Inert | | |
|Octet rule | | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.9 |Compare the physical properties of substances based on chemical bonds |Identify substances as ionic, molecular, or metallic based on their |
|Physical properties of substances can be explained in terms of chemical |and intermolecular forces. |physical properties. |
|bonds and intermolecular forces. These properties include conductivity,| |Explain the relationships between chemical bonds and physical |
|malleability, solubility, hardness, melting point and boiling point. | |properties. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Intermolecular forces |Lab: Determine the physical properties listed below for several |What are the physical properties of ionic bonds? covalent bonds? |
|Network solid |substances. | |
| |Conductivity | |
| |Solubility | |
| |Hardness | |
| |Melting point | |
| |Boiling point | |
| |Categorize these compounds as ionic or covalent based on these | |
| |properties. | |
STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.10 |Demonstrate bonding concepts, using Lewis dot structures representing |Relate bonding to the octet rule (noble gases) as represented by Lewis|
|Electron-dot diagrams (Lewis structures) can represent the valence |valence electrons in a stable octet: |dot structures. |
|electron arrangement in elements, compounds and ions. |Transferred (ionic bonding) |Draw electron configurations using Lewis dot diagrams to demonstrate |
| |Shared (covalent bonding) |the arrangement of electrons in elements, ions, and compounds. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Lewis dot diagrams |Practice drawing electron-dot diagrams for various elements, both atoms |How can a diagram be used to show the arrangement of electrons in a |
|Electron arrangement |and ions. |compound? |
| |Build models of atoms and their electronic configuration. | |
STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.11 |Explain how electronegativity influences chemical bonding. |Define electronegativity. |
|Electronegativity indicates how strongly an atom of an element attracts |Determine the type of bonding that occurs based on the electronegativity|Compare the electronegativity of various atoms in a bond and indicate |
|electrons in a chemical bond. Electronegativity values are assigned |difference between atoms. |the atom which attracts the electrons more strongly. |
|according to arbitrary scales. | |Explain the relationship between electronegativity and the types of |
| | |chemical bonds. |
| | |Explain why the electrons are not shared equally between oxygen and |
| | |hydrogen in a molecule of water. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Electronegativity |Chart the electronegativity of elements on the periodic table to develop|How does electronegativity influence bonding? |
|Arbitrary scale |patterns of strongest to weakest potentials. | |
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STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.12 |Determine the degree of polarity by calculating the electronegativity |Determine the polarity of bonds by calculating the difference in |
|The electronegativity difference between two bonded atoms is used to |difference in chemical bonds. |electronegativity. |
|assess the degree of polarity in the bond. |Distinguish between nonpolar covalent bonds (two of the same nonmetals) |Categorize covalent bonds as polar or nonpolar based on the |
| |and polar covalent bonds based on the electronegativity differences. |electronegativity difference. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Degree of polarity |Calculate the electronegativity differences between atoms in a bond. |How do you know if a bond is polar or nonpolar? |
| |Identify bonds as polar covalent or nonpolar covalent based on the | |
| |electronegativity differences. | |
STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding
KEY IDEA #3: Energy and matter interact through forces that result in changes in motion.
Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|IV.13 |Differentiate between the types of atoms involved in the bonding of |Describe ionic bonding and covalent bonding. |
|Metals tend to react with non-metals to form ionic compounds. |ionic and covalent compounds. |Identify ionic and covalent compounds based on the elements that |
|Non-metals tend to react with other non-metals to form molecular | |make-up the compound. |
|(covalent) compounds. Ionic compounds containing polyatomic ions have | |Identify the ionic and covalent bonds in a polyatomic compound. |
|both ionic and covalent bonding. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Polyatomic ions |Categorize compounds as ionic or covalent based on the types of atoms |What types of atoms form an ionic bond? a covalent bond? |
| |that make up the compound. | |
TOPIC V
PHYSICAL BEHAVIOR
OF MATTER
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.1 |Distinguish between pure substances and mixtures of substances. |Given a list of formulas: |
|Matter is classified as a pure substance or as a mixture of substances. | | |
| | |- classify substances as pure substances or |
| | |as a mixture of substances. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Matter |Investigate substances as pure or as a mixture. |What is a pure substance? |
|Pure substances | | |
|Mixture | | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.2 |Use a simple particle model to differentiate among properties of solids,|Compare and contrast the properties of solids, liquids and gases. |
|The three phases of matter (solids, liquids and gases) have different |liquids, and gases. |Draw a particle model diagram to show the properties of solids, |
|properties. | |liquids, and gases. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Solid |Practice classifying materials to determine whether it is a solid, |How are the characteristics of solids, liquids and gases different? |
|Liquid |liquid or gas. | |
|Gas |Build models to represent solids, liquids and gases. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.3 |Use particle models/ diagrams to differentiate among elements, |Identify the properties and composition of various pure substances. |
|A pure substance (element or compound) has a constant composition and |compounds, and mixtures. |Classify substances as pure based on composition and properties. |
|constant properties throughout a given sample, and from sample to |Define a pure substance in terms of composition and properties. |Draw a particle diagram to demonstrate the differences between |
|sample. | |elements, compounds, and mixtures. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Pure substance |Compare the properties and composition of various substances to |How can a substance be classified as pure? |
|Constant composition |determine their purity. | |
|Constant properties |Have students draw particle model diagrams showing Sodium (Na, solid), | |
|Compound |chlorine (C1[pic], gas) Iron (Fe, solid), Salt (NaC1, solid), and a | |
|Element |mixture of salt and iron. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.4 |Define an element. |Explain how a carbon atom is different from an oxygen atom. |
|Elements are substances that are composed of atoms that have the same | |Distinguish a specific element from various other atoms, compounds and|
|atomic number. Elements can not be broken down by chemical change. | |mixtures. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
| |Conduct research on various elements. |Why are elements considered pure? |
|Chemical change |Mini-activity: Identify elements from examples of elements, compounds, | |
|Elements |and mixtures. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.5 |Distinguish between a homogenous and heterogeneous mixture. |Define heterogeneous mixture and homogeneous mixture. |
|Mixtures are composed of two or more different substances that can be | |Classify mixtures as homogeneous and heterogeneous. |
|separated by physical means. When different substances are mixed | |Differentiate between mixtures, elements, and compounds. |
|together, a homogeneous or heterogeneous mixture is formed. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Mixture |Observe several mixtures and categorize the mixtures as homogeneous or |What is a mixture? |
|Physical property |heterogeneous. | |
|Physical change |Prepare homogenous and heterogeneous mixtures. | |
|Homogenous | | |
|Heterogeneous | | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.6 |Explain why mixtures can be easily separated by physical means. |Identify the properties of mixtures. |
|The proportion of components in a mixture can be varied. Each component | |Determine the compounds and their relative concentration that make up |
|in a mixture retains its original properties. | |a mixture. |
| | |Explain how 10-k, 14-k, and 18-karat gold are mixtures. |
| | |Compare and contrast 10-k, 14-k, and 18-k gold. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Proportion |Prepare mixtures of varying concentrations. |Why doesn’t everyone’s Kool-Aid taste the same? |
|Relative concentration |Separate the components in various mixtures. | |
|Alloy |Draw a particle model to represent the differences between 10-karat, | |
| |14-karat, and 18-karat gold. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.7 |Identify and differentiate the physical properties that promote the |How would you separate a dry mixture of sulfur, iron, and sugar? |
|Differences in properties such as density, particle size, molecular |physical separation of mixtures. |What properties did you observe in each substance? |
|polarity, boiling point and freezing point, and solubility permit |Describe the process and use of filtration, distillation, and |Did any of the substances share similar properties? |
|physical separation of the components of the mixture. |chromatography in the separation of a mixture. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Chromatography |Classify sample mixtures based on macroscopic properties |How do physical properties effect the separation of a mixture? |
|Density |Design separation procedures for several simple mixtures.(i.e., | |
|Decant |sand/iron/salt) | |
|Distillation |Using particle diagrams, illustrate the differences between mixtures and| |
|Filtration |compounds involving the same elements. | |
|Heterogeneous | | |
|Homogeneous | | |
|Melting point/boiling point | | |
|Mixture | | |
|Molecular polarity | | |
|Particle size | | |
|Solubility | | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.8 |Interpret and construct solubility curves. |Interpret and construct solubility curves. |
|A solution is a homogeneous mixture of a solute dissolved in a solvent. |Use solubility curves to distinguish among saturated, supersaturated, |Define and identify solute, solvent and solution. |
|The solubility of a solute in a given amount of solvent is dependent on |and unsaturated solutions. |How many grams of KNO[pic] are needed to make a saturated solution at 50°C?|
|the temperature, pressure and the chemical natures of the solute and |Apply the adage “like dissolves like” to real-would situations. |Why don’t oil and water mix? |
|solvent. | |Based on Table F, determine the solubility of the following compounds: |
| | |AgI, CaSO[pic], FeC1[pic], Na[pic]CO[pic]. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Homogeneous |Prepare different concentration of solutions. |What factors affect the solubility of various solutions? |
|Solute |Lab: Using KNO[pic] or NaNO[pic], construct and interpret a solubility | |
|Solvent |curve. | |
|Concentrated |When given the temperature and grams of solute, determine if the | |
|Saturated/unsaturated/supersaturated |solution is saturated, unsaturated, or supersaturated. | |
|Dilute |Practice interpreting Table F to determine the solubility/insolubility | |
|Solubility |of various compounds. | |
|Solution | | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.9 |Describe the preparation of a solution, given the molarity (M). |Calculate the molarity on various solutions. |
|The concentration of a solution may be expressed as molarity (M), |Interpret solution concentration data. |Determine the concentration of various solutions. |
|percent by volume, percent by mass or parts per million (ppm). |Calculate solution concentrations in molarity(M), percent mass, and |Compare the concentration of various solutions. |
| |parts per million (ppm). |Determine the number of grams of KOH needed to make 500 ml of a 2.0 M |
| | |solution. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Molarity |Prepare solutions of various concentrations. |What is molarity? |
|Moles |Practice calculations of solution concentration (molarity, percent by |How do you know how concentrated a solution is? |
|Parts per million |mass, and parts per million). | |
|Concentration | | |
|Percent by volume | | |
|Percent bv mass | | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.10 |Describe the effect of the addition of different types of solution will |Predict the effect of adding different types and concentrations of solutes on |
|The addition of a nonvolatile solute to a solvent causes the |have on the freezing and boiling points of a solvent. |the freezing point and boiling point of a solvent. |
|boiling point of the solvent to increase and the freezing point |Explain the affect on the freezing and boiling points of a solution as |Which IM solution will have the highest-boiling point? |
|of the solvent to decrease. The greater the concentration of |various solutes are added. |NaC1 [pic] [pic] |
|particles, the greater the effect. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Nonvolatile |Practice ordering the effectiveness of different solutes on freezing point|What factors affect the freezing and boiling points of solutions? |
|Boiling point elevation |depression and boiling point elevation. |Why are the streets “salted” in the winter? |
|Freezing point depression |Demo: Prepare three cups, one that is pure water, one that is an | |
| |unsaturated solution and one that is a saturated solution. Place | |
| |thermometers in each and place them into a freezer. The following day, | |
| |remove them during class and have students read the temperatures. In the | |
| |cups you should have a solid block of ice, a “slushy”, and an unfrozen | |
| |solution. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.
Performance indicator 4.1: Observe and describe transmission of various forms of energy.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.11 |Describe the various forms that energy can exist. |Define energy and identify several forms. |
|Energy can exist in different forms, such as chemical, electrical, | |As the temperature of a sample of water is increasing, what is happening |
|electromagnetic, thermal, mechanical and nuclear. | |to the average kinetic energy of the water molecules? How is the thermal |
| | |energy of the water changing? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Heat |Demonstrate the transfer of energy in different forms. |What are the various forms of energy? |
|Kinetic energy |Burn a piece of magnesium. Have students describe the energy | |
|Potential energy |changes that take place. | |
|Chemical energy | | |
|Nuclear energy | | |
|Mechanical energy | | |
|Electromagnetic energy | | |
|Electrical energy | | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.
Performance indicator 4.2: Explain heat in terms of kinetic molecular theory.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.12 |Qualitatively interpret heating and cooling curves in terms of changes |Describe the direction of energy transfer between an object that is |
|Heat is a transfer of energy (usually thermal) from a body of higher |in kinetic and potential energy, heat of vaporization, heat of fusion, |10°C and an object that is ˉ5°C. |
|temperature to a body of lower temperature. Thermal energy is the |and phase changes. |As temperature increases, what happens to the motion of the molecules |
|energy associated with the random motion of atoms and molecules. |Distinguish between heat energy and temperature in terms of molecular |that make up matter? |
| |motion and amount of matter. |On a heating curve, label the solid, liquid, and gas phases. Where do|
| | |the solid and liquid phases exist in equilibrium? |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Energy transfer |Lab: Construct a cooling curve. |How is the heat of vaporization determined? |
|Thermal energy |Label heating and cooling curves: solid, liquid, gas, heat of fusion, |Why does your chair feel cool when you first sit down on it? |
|Kinetic energy |heat of vaporization. | |
|Potential energy |Compare the motion of molecules in the solid, liquid, and gas phases. | |
|Heat of vaporization | | |
|Heat of fusion | | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.
Performance indicator 4.2: Explain heat in terms of kinetic molecular theory.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.13 |Distinguish between heat energy and temperature in terms of molecular |Convert Celsius to Kelvin. |
|Temperature is a measure of the average kinetic energy of the particles |motion and amount of matter. |Define temperature. |
|in a sample of matter. Temperature is not a form of energy. |Explain phase change in terms of the changes in energy and |Explain the relationship between temperature and the average kinetic |
| |intermolecular distance. |energy of the particles. |
| |Convert temperatures in Celsius degrees (°C) to Kelvins (K), and Kelvins|Compare the distance between molecules in solids, liquids, and gases. |
| |to Celsius degrees. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Kinetic energy |Practice temperature conversions. |What is the difference between heat energy and temperature? |
|temperature |Practice calculating the amount of heat energy required to raise a | |
|average kinetic energy |specific amount of water by a pre-determined number of degrees Celsius. | |
|Kelvin |Draw a particle diagram to show the difference in molecular motion | |
|Celsius |between solids, liquid, and gases. | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.14 |Explain the behavior of gases. |Distinguish between a real and an ideal gases using KMT. |
|The concept of an ideal gas is a model to explain the behavior of gases.| |Differentiate between |
|A real gas is most like an ideal gas at low pressure and high | |combined gas law |
|temperature. | |Boyles law |
| | |Charles law |
| | |Describe how certain factors (pressure, volume, temperature and number|
| | |of particles) affect a gas and the relationship among the Gas Laws |
| | |Explain the basic characteristics of a gas in terms of shape and |
| | |volume. |
| | |Under what conditions does a real gas behave most like an ideal gas? |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Ideal gas |Video clips of gases with changing parameters |What everyday objects move in a way similar to gases? |
|Boyle’s law |Boyle’s Law lab |How does an ideal gas behave? |
|Charles’ law |Charles’ Law lab | |
|Combined gas law |Use Combined Gas Law to solve problems. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.15 |Explain the KMT for ideal gases. |Describe the behavior of gases as it relates to KMT. |
|Kinetic molecular theory (KMT) for an ideal gas states that all gas | |Describe one way that real gases deviate from the Kinetic Molecular |
|particles: (a) are in random, constant, straight-line motion, (b) Are | |Theory. |
|separated by great distances relative to their size; the volume of gas | | |
|particles is considered negligible, (c) have no attractive forces between | | |
|them, (d) have collisions that may result in a transfer of energy between | | |
|particles, but the total energy of the system remains constant. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Kinetic Molecular Theory (KMT) |Have students work in groups to complete a poster to represent one |What is KMT? |
|ideal gas |of the statements of the Kinetic Molecular Theory. Each group |How does KMT relate to molecular movement of gas particles? |
| |should give a two-minute presentation. | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.16 |Explain the factors necessary for reactions to occur. |What must happen between reactants in order for a reaction to occur? |
|Collision theory states that a reaction is most likely to occur if | | |
|reactant particles collide with the proper energy and orientation. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Collision theory |Computer simulation of nitrogen gas (N[pic]) and hydrogen gas (H[pic]) |What is collision theory? |
|Orientation |to produce ammonia (NH[pic]). | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|V.17 |Describe the relationship between pressure, temperature, volume, |Explain the gas laws in terms of KMT. |
|Kinetic molecular theory describes the relationships of pressure, |velocity and frequency with collisions among gas molecules. |Identify the factors that effect the collision of gas molecules. |
|volume, temperature, velocity and frequency and force of collisions |Explain the gas laws in terms of KMT. |Why does heating a hot air balloon cause the balloon to rise? |
|among gas molecules. |Solve problems using the combined gas law. |A gas sample has a volume of 100.0 ml at a pressure of 1.00 atm. If |
| | |the volume increases to 150.0 ml and the temperature remains constant,|
| | |what will the new pressure be? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Pressure |Practice solving problems using the combined gas law. |How does increasing the volume of gas effect the number of gas |
|Volume |For the same number of molecules of gas, have students predict the |collisions? |
|Temperature |impact of changing the pressure volume, temperature and velocity on the | |
|Velocity |frequency of collisions. | |
|Frequency |Identify standard temperature and pressure. | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.18 |Explain the relationship between different various gases in terms of the|How do the number of particles of 1.0 L of C1[pic] gas at 20°C compare|
|Equal volumes of different gases at the same temperature and pressure |number of particles and the volume of gas present. |to 1.0 L of H[pic] gas at 20°C? |
|contain an equal number of particles. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Temperature |Investigate the behavior and characteristics of equal volumes of |How are equal volumes of different gases similar? |
|Pressure |different gases. | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.
Performance indicator 4.2: Explain heat in terms of kinetic molecular theory.
|Major Understanding |Performance Indicators |Suggested Assessment |
|V.19 | | |
|The concepts of kinetic and potential energy can be used to explain |Qualitatively interpret heating and cooling curves in terms of changes |How much heat is needed to completely melt 30.0 g of ice? |
|physical processes that include: fusion (melting), solidification |in kinetic and potential energy, heat of vaporization, heat of fusion, |Draw particle diagrams to show the liquid and gas phases. |
|(freezing), vaporization (boiling, evaporation), condensation, |and phase changes. |Determine which type of energy (kinetic or potential) is changing at |
|sublimation and deposition. |Calculate the heat involved in a phase or temperature change for a given|different points of the heating/cooling curve. |
| |sample of matter. | |
| |Explain phase change in terms of the changes in energy and | |
| |intermolecular distances. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Condensation |Use particle diagrams to depict the physical process of each phase |How does the kinetic and potential energy change for a substance that is |
|Deposition |change. |cooling and eventually solidifies? |
|Endothermic |Cooling/heating curve Lab | |
|Exothermic |Heat of fusion/vaporization calculations. | |
|Freezing | | |
|Fusion | | |
|Heat of Fusion | | |
|Heat of Vaporization | | |
|Sublimation | | |
|Vaporization | | |
|Melting | | |
|Boiling | | |
|Evaporation | | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.2: Use atomic and molecular models to explain common chemical reaction.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.20 |Distinguish between chemical and physical changes. |Identify and define physical changes. |
|A physical change results from the rearrangement of existing particles | |Identify and define chemical changes. |
|in a substance. A chemical change results in the formation of different| |Compare and contrast the processes of chemical and physical changes. |
|substances with changed properties. | |Differentiate between chemical and physical changes in terms of |
| | |properties of substances and the particles within them. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Reactant |Demo: Conduct several physical and chemical changes. Have students |How is a chemical change different from a physical change? |
|Product |classify each change and explain why. | |
|Physical change |Classify a list of changes as chemical or physical. | |
|Chemical change | | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.
Performance indicator 4.1: Observe and describe transmission of various forms of energy.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.21 |Distinguish between endothermic and exothermic reactions, using energy |Identify and define exothermic reaction. |
|Chemical and physical changes can be exothermic or endothermic. |terms in a reaction equation, [pic], potential energy diagrams or |Identify and define endothermic reactions. |
| |experimental data. |Compare and contrast exothermic and endothermic reactions that result |
| | |from chemical and physical changes. |
| | |Describe the energy changes that occur within a system that includes the |
| | |surrounding room for reactions that are exothermic and endothermic. |
| | |How much energy is given off by a burning sample when 100-0 ml of water |
| | |is raised from 20°C to 45°C? |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Endothermic reaction |Investigation on exothermic and endothermic reactions resulting for |How are endothermic and exothermic reactions different? |
|Exothermic reaction |physical and chemical changes. | |
| |Lab: Kitchen calorimetry | |
| |Use Table I and the [pic] values to classify reactions as exothermic or | |
| |endothermic. | |
| |Demo: Exothermic dissolving of CaCl2. | |
| |Demo: Endothermic mixing of two solids- Ba(NO3) 2 and NH4SCN. Discuss | |
| |the energy flow between the system and the surroundings. | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance indicator 3.1: Explain the properties of materials in terms of arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.22 |Explain how the state of a substance is influenced by the structure and |Describe how arrangement of particles determines the state of matter. |
|The structures and arrangement of particles and their interactions |arrangement of particles. |Identify the states of matter based on the structures and arrangement |
|determine the physical state of a substance at a given temperature and |Use simple particle models to differentiate among properties of solids, |of particles. |
|pressure. |liquids, and gases. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Gaseous phase |Use particle diagrams to depict the arrangement of particles in the |How does the internal structure of a phase effect its macroscopic |
|Liquid phase |different phases. |properties? |
|Solid phase | | |
|Indefinite shape |Use water, air and coins to show the type (definite/indefinite) shape |How are the particles arranged differently in solids, liquids, and |
|Definite shape |and volume of the different phases. |gases? |
|Indefinite volume | | |
|Definite volume | | |
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STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.23 |Explain vapor pressure, evaporation rate, and phase changes in terms of |Identify intermolecular forces. |
|Intermolecular forces created by the unequal distribution of charge |intermolecular forces. |Compare and contrast the effects of equal and unequal distribution of |
|result in varying degrees of attraction between molecules. Hydrogen |Explain how unequal distribution of charges influences the attraction |charges. |
|bonding is an example of a strong intermolecular force. |between molecules. |Describe how attraction occurs between molecules. |
| | |Why is water a liquid at room temperature and not a gas? |
| | |When the vapor pressure of a sample of ethanol is reduced to 72 KPa, |
| | |what is the temperature? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Intermolecular forces |Demonstrate attraction and repulsion of various materials. |How do intermolecular forces charge the degree of molecular |
|Unequal distribution of charge |Observe videos / overhead transparencies on how intermolecular forces |attraction? |
|Hydrogen bonding |contribute to attraction of molecules. |Why does water form a meniscus in a graduated cylinder? |
|Vander Waals forces |Draw a diagram of several water molecules. Show the regions of charge | |
|Dipole-dipole |and indicate the areas of attraction between molecules. | |
|Vapor pressure |Use Table H to determine vapor pressure at a specific temperature for | |
| |propanone, ethanol, water, or ethanoic acid. | |
| |Use Table H to determine the temperature at a specific vapor pressure | |
| |for propanone, ethanol, water, or ethanoic acid. | |
STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|V.24 |Compare physical properties of substances based on chemical bonds and |Compare and contrast the physical properties and chemical bonds/ |
|Physical properties of substances can be explained in terms of chemical |intermolecular forces, e.g., conductivity, malleability, solubility, |intermolecular forces of various substances. |
|bonds and intermolecular forces. These properties include conductivity, |hardness, melting point, and boiling point. |Describe the relationship between intermolecular forces/chemical bonds|
|malleability, solubility, hardness, melting point and boiling point. | |and physical properties. |
| | |Compare the conductivity, malleability, solubility, hardness, melting |
| | |point, and boiling point for ionic and molecular substances; polar and|
| | |nonpolar compounds. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Conductivity |Construct charts of physical properties and types of chemical bonds. |Who do some substances conduct electricity? |
|Malleability |Investigate the relationship between chemical bonds and physical |Why are some substances hard while others are soft? |
|Solubility |properties. | |
|Hardness |Lab: Comparing the physical properties of ionic and covalent compounds.| |
|Melting point | | |
|Boiling point | | |
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TOPIC VI
KINETICS / EQUILIBRIUM
STANDARD 4: Kinetics/ Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.1 |Use collision theory to explain how various factors, such as |Summarize the steps that are necessary for products to be produced in |
|Collision theory states that a reaction is most likely to occur if |temperature, surface area, and concentration, influence the rate of |a chemical reaction. |
|reactant particles collide with the proper energy and orientation. |reaction. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Collision theory |Computer simulation of the production of ammonia. |What is collision theory? |
|Orientation | |How are products produced in a chemical reaction? |
|Kinetic molecular theory | | |
|Reactant | | |
|Product | | |
|Effective collision | | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|VI.2 |Explain how a change in surface area, temperature, concentration, a |Describe the effect of reducing the surface area of a reactant. |
|The rate of a chemical reaction depends on several factors: temperature,|catalyst, or the nature of the reactants affects reaction rate. |Identify two changes that could be made in a reaction in order to |
|concentration, nature of reactants, surface area, and the presence of a | |increase the rate of the reaction. |
|catalyst. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Reaction rate |Activity: Have students use Alka-Seltzer or dilute vinegar and baking |How can chemical reactions be sped up (or slowed down)? |
|Nature of reactants |soda to explore the various factors (temperature, surface area, | |
|Surface area |concentration). | |
|Catalyst |Lab: Factors Affecting Reaction Rates | |
| |Activity: Reaction rate and temperature of vinegar (react 1-2 cm of Mg | |
| |ribbon in vinegar that is 10°C below room temperature, room temperature,| |
| |& 10°C, 20°C, 30°C, 40°C above room temperature. | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.3 |Identify examples of physical equilibria as solution equilibrium and |Explain how liquid and solid water are at equilibrium at 0°C. |
|Some chemical and physical changes can reach equilibrium. |phase equilibrium, including the concept that a saturated solution is at|Provide an example of both a physical and a chemical change that is at|
| |equilibrium. |equilibrium. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Equilibrium |Activity: Prepare a saturated solution. Show the effects of adding |What is equilibrium? |
|Phase equilibrium |additional solute. | |
|Dynamic equilibrium | | |
|Saturated solution | | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.4 |Describe the concentration of particles and rates of opposing reactions |Explain the relationship between the concentrations of products and |
|At equilibrium the rate of the forward reaction equals the rate of the |in an equilibrium system. |reactants at equilibrium. |
|reverse reaction. The measurable quantities of reactants and products | |Compare the rate of product formation to the rate of reactant |
|remain constant at equilibrium. | |formation for a reaction at equilibrium. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Use a particle model to simulate the concentrations of products and | |
|Equilibrium |reactants at equilibrium and how the rates of the forward and reverse |What does an arrow (() mean in a chemical reaction? |
|Forward reaction |reactions are equal. |What might it mean if the arrow was drawn in the opposite direction |
|Reverse reaction | |(()? |
| | |What if the two arrows were combined when writing a chemical reaction |
| | |((() ? |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.5 LeChatelier’s principle can be used to predict the effects of |Qualitatively describe the effect of a given stress on equilibrium, |For the given reaction, |
|stress (change in pressure, volume, concentration, and temperature) on a|using LeChatelier’s principle. | |
|system at equilibrium. | |2N2(g) + 3H2(g) (( 2NH3(g) + heat |
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| | |What would be the effect of . . . |
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| | |Increasing the pressure? |
| | |Increasing the concentration of N2(g)? |
| | |Increasing the temperature? |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|LeChatelier’s principle |Review the effect of pressure, volume, concentration, and temperature on|When a reaction is at equilibrium, how would adding more of one of the|
|Stress |a system at equilibrium. |reactants effect the equilibrium? |
|Equilibrium |Have students practice how each of these stresses would effect different| |
|Solution equilibrium |systems. | |
|Haber process | | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Observe and describe transmission of various forms of energy.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.6 |Read and interpret potential energy diagrams: PE of reactants and |Compare and contrast PE diagrams from an endothermic and an exothermic|
|Energy released or absorbed by a chemical reaction can be represented by|products, activation energy (with or without a catalyst), heat of |reaction. |
|potential energy diagram. |reaction. |Draw a potential energy diagram for an endothermic reaction. Label |
| | |the following: 1. potential energy of reactants and products; 2. |
| | |activation energy (with and without a catalyst); 3. heat of reaction.|
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Potential energy diagrams (endothermic & exothermic) |Draw and label potential energy diagrams. |What is an endothermic reaction? |
|Endothermic reaction | |What is an exothermic reaction? |
|Exothermic reaction | | |
|Activation energy | | |
|Heat of reaction | | |
|PE of reactants | | |
|PE of products | | |
|Enthalpy | | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Observe and describe transmission of various forms of energy.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.7 |Read and interpret potential energy diagrams: heat of reaction, |Show using potential energy diagrams how the heat of reaction differs |
|Energy released or absorbed during a chemical reaction (heat of |endothermic or exothermic for the forward or reverse reaction. |between endothermic and exothermic reactions. |
|reaction) is equal to the difference between the potential energy of the| | |
|products and the potential energy of the reactants. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Heat of reaction |Draw potential energy diagrams for both endothermic and exothermic |What is the heat of reaction? |
|Spontaneous reaction |reactions. Label the potential energy of the reactants and products. | |
| |Define the heat of reaction. | |
| |Show how the difference in potential energies between the products and | |
| |the reactants can be read from the diagram and used to calculate the | |
| |heat of reaction. | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|VI.8 |Read and interpret potential energy diagrams: activation energy with and|Explain how the presence of a catalyst affects the potential energy of|
|A catalyst provides an alternate reaction pathway, which has a lower |without a catalyst. |the reactants/products, the activation energy, and the heat of |
|activation energy than an uncatalyzed reaction. | |reaction. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Catalyst |Provide students with a potential energy diagram that shows the effect |What is a catalyst? |
|Activated complex |of a catalyst. Have students describe the role of a catalyst in a |How do catalysts effect chemical reactions? |
|Enzyme |reaction. | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.9 |Explain entropy. |Using a classroom as an example, tell how it could reach a higher |
|Entropy is a measure of the randomness or disorder of a system. A | |state of entropy. |
|system with greater disorder has greater entropy. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Entropy |Provide students with many examples and pictures of systems. Compare |What is entropy? |
|Disorder |the entropy between examples. | |
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STANDARD 4: Kinetics / Equilibrium
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VI.10 |Compare the entropy of the different phases of matter. |Is the entropy increasing or decreasing in the following examples? |
|Systems in nature tend to undergo changes toward lower energy and higher|Compare the energy before and after bonds are formed. |H2O(l) ( H2O(s) |
|entropy. | |H2O(s) ( H2O(g) |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chaos theory |Have students provide examples that show systems moving toward a lower |What type of system would have the highest entropy? |
| |energy state. | |
| |Have students provide examples that show systems moving toward a higher | |
| |entropy. | |
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TOPIC VII
ORGANIC CHEMISTRY
STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.1 |Classify an organic compound based on its structural or condensed |Name hydrocarbons using the IUPAC system. |
|Organic compounds contain carbon atoms, which bond to one another in |structural formula. (i.e. CH3COOH or –C-C-OH) |Identify which compounds are organic when given the structural |
|chains, rings and networks to form a variety of structures. Organic |Provide the IUPAC name for a compound when given the structural formula.|formulas. |
|compounds can be named using the IUPAC system. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Alkane |Using a molecular model kit and tables P and Q, have students build |What is an organic compound? |
|Alkene |various hydrocarbons, name them and draw their structural formulas. |What do the lines in a structural formula represent? |
|Alkyne |Practice identifying organic compounds. Ex.: Which of the following | |
|Structure |compounds are organic: | |
|Organic compound |[pic] [pic] [pic] [pic] | |
|Chain | | |
|Ring | | |
|Network | | |
|IUPAC system | | |
|Inorganic compound | | |
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STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.2 |Classify an organic compound as an alkane, alkene, and alkyne based on |Define and distinguish between saturated and unsaturated hydrocarbons.|
|Hydrocarbons are compounds that contain only carbon and hydrogen. |its structural or condensed structural formula. |Draw structural formulas for hydrocarbons. |
|Saturated hydrocarbons contain only single carbon-carbon bonds. |(i.e. CH3COOH or –C-C-OH) | |
|Unsaturated contain at least one multiple carbon-carbon. |Draw a structural formula for alkanes, alkenes, and alkynes containing a| |
| |maximum of ten carbon atoms. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Using a molecular model kit and tables P and Q, have students build |How are saturated and unsaturated hydrocarbons different? |
|Saturated |alkanes, alkenes, and alkynes, name them and draw their structural | |
|Unsaturated |formulas. | |
|Hydrocarbon |Practice drawing alkanes, alkenes, and alkynes when provided the names. | |
|Benzene | | |
STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.3 |Classify an organic compound based on its structural or condensed |Identify hydrocarbon derivatives based on their functional groups: |
|Organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, |structural formula. (i.e. CH3COOH or –C-C-OH) |organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, |
|amines, amides and amino acids are categories of organic molecules that |Draw a structural formula with the functional group (s) on a straight |amines, amides and amino acids. |
|differ in their structures. Functional groups impart distinctive |chain hydrocarbon backbone, when given the correct IUPAC name for the |Given the name or molecular formula of a hydrocarbon derivative, draw |
|physical and chemical properties to organic compounds. |compound. |its structural formula. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Alcohol |Using a model kit and tables P, Q and R, have students build various |What are some common hydrocarbon derivatives that you use daily? |
|Aldehyde |hydrocarbon derivatives, name them and draw their structural formulas. | |
|Amide |Practice drawing the structural formulas for organic acids, alcohols, | |
|Amine |esters, aldehydes, ketones, ethers, halides, amines, and amides when | |
|Amino acid |given the IUPAC name. | |
|Ester | | |
|Ether | | |
|Functional group | | |
|Ketone | | |
|Organic acid | | |
|Halide | | |
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STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.4 |Draw structural formulas to represent various isomers of a compound. |For isomers: identify, name and draw the structural and molecular |
|Isomers of organic compounds have the same molecular formula but |Compare and contrast two isomers. |formulas. |
|different structures and properties. | |Describe the similarities and differences between two isomers. |
| | |Draw two isomers of heptane. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Isomer |Practice drawing and naming isomers. |What is an isomer? |
STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.
Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.5 |Draw structural formulas for alkenes and alkynes containing a maximum of|Why are saturated fats worse for your body than unsaturated fats? |
|In a multiple covalent bond, more than one pair of electrons are shared |ten carbon atoms. |How would you recognize an unsaturated compound? |
|between atoms. Unsaturated organic compounds contain at least one |Classify an organic compound as saturated or unsaturated based on its | |
|double or triple bond. |structural or condensed structural formula. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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| |Practice categorizing compounds as saturated or unsaturated based on the|How does a multiple covalent bond differ from a single covalent bond? |
| |structural formula. | |
| |Compare the bond strength of single and multiple covalent bonds. | |
STANDARD: The Physical Setting/Chemistry – Organic Chemistry
KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VII.6 |Identify types of organic reactions. |Classify organic reactions as: addition, substitution, esterification,|
|Types of organic reactions include addition, substitution, |Determine missing reactant or product in a balanced equation. |fermentation, saponification, combustion and either substitution and |
|esterification, fermentation, saponification, combustion and both | |addition polymerization. |
|substitution and addition polymerization. | |Identify the missing product from the reaction below: [pic] |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Addition reaction |Using a model kit, have students build the reactants of various organic |How are esters and halides formed? |
|Esterification |reactions and then rearrange them to form the products. | |
|Fermentation | | |
|Polymer |Esterification Lab/Demo (caution concentrated H2SO4 (aq) ) | |
|Polymerization | | |
|Saponification |Fermentation project | |
|Substitution reaction | | |
|Halogen | | |
|Hydrogenation | | |
|Monomer | | |
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TOPIC VIII
OXIDATION – REDUCTION
STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.1 |Determine a missing reactant or product in a balanced equation. |Assign oxidation numbers to identify redox reactions. |
|An oxidation-reduction (redox) reaction involves the transfer of | |Fill in the missing product in the following reaction: |
|electrons (e-). | |[pic] |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Oxidation |Lab: Copper into gold – the alchemist’s dream |What is an oxidation-reduction reaction? |
|Reduction |The rules for assigning oxidation numbers |How are redox reactions different from regular chemical reactions? |
|Oxidation-reduction reaction |Identifying oxidation-reduction reactions. | |
| |Practice filling in the missing product or reactant in redox reactions. | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.2 |Assign oxidation numbers to show an element gaining electrons. |Classify the species that is reduced in the following equation: |
|Reduction is the gain of electrons. | |[pic] |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Reduction |Provide a set of half-reactions. Have students assign oxidation numbers|What is reduction? |
|GER (Gain Electrons Reduction) |and determine which reactions involve the gaining of electrons. | |
|RIG (Reduction Is Gain) | | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.3 |Write and balance half-reactions for oxidation and reduction of free |Select which elements/monatomic ions are reduced in given chemical |
|A half-reaction can be written to represent reduction. |elements and their monatomic ions. |reactions. Write the half-reaction for each reduction. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Half-reaction |Assign oxidation numbers to all elements in an oxidation-reduction |How can the gain of electrons be shown in a chemical reaction? |
| |reaction. | |
| |Practice writing the half-reaction for the reduction of the | |
| |element/monatomic ion in the reaction. | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.4 |Assign oxidation numbers to show an element gaining electrons. |Classify the species that is oxidized in the following equation: |
|Oxidation is the loss of electrons. | |[pic] |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Oxidation |Provide a set of half-reactions. Have students assign oxidation numbers|What is oxidation? |
|LEO (Lose Electrons Oxidation) |and determine which reactant is gaining electrons. | |
|OIL (Oxidation Is Lose) | | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.5 |Write and balance half-reactions for oxidation and reduction of free |Select which elements/monatomic ions are reduced in given chemical |
|A half-reaction can be written to represent oxidation. |elements and their monatomic ions. |reactions. Write the half-reaction for each reduction. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Half-reaction |Assign oxidation numbers to all elements in an oxidation-reduction |How can the loss of electrons be shown in a chemical reaction? |
| |reaction. | |
| |Practice writing the half-reaction for the oxidation of the | |
| |element/monatomic ion in the reaction. | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.6 |Interpret balanced half-reactions in terms of conservation of charge. |Explain the law of conservation of charge by using a redox reaction. |
|In a redox reaction, the number of electrons lost is equal to the number| | |
|of electrons gained. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Conservation of charge |Balance redox reaction through using the half-reaction method. |What is the law of conservation of charge? |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: 3.2 Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.7 |Determine the oxidation numbers of atoms or ions in a redox reaction. |Provide oxidation numbers for every atom or ion in a chemical |
|Oxidation numbers (states) can be assigned to atoms and ions. Changes |Classify reactions as being redox or non-redox. |reaction. |
|in oxidation numbers indicate that oxidation and reduction have | |Compare and contrast redox and non-redox reactions. |
|occurred. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Oxidation number |Review the “Rules for Assigning Oxidation Numbers”. |What is an oxidation state? |
|Oxidation state |Practice assigning oxidation numbers to atoms or ions in chemical |What information does an oxidation number tell you? |
| |reactions. | |
| |Use oxidation number changes to categorize reactions as being redox or | |
| |non-redox. | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.8 |Compare and contrast voltaic and electrolytic cells. |Explain where oxidation and reduction occur in electrochemical cells. |
|An electrochemical cell can be either voltaic or electrolytic. In an | |Classify a given electrochemical cell as being voltaic or |
|electrochemical cell, oxidation occurs at the anode and reduction at the| |electrolytic. |
|cathode. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Electrochemical cell |Diagram the parts of electrochemical cells. |What is an electrochemical cell? |
|Voltaic cell |Lab – Electrochemical cells | |
|Electrolytic cell | | |
|Anode | | |
|Cathode | | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.9 |When given a chemical reaction, identify and label the parts of a |In a given diagram of a voltaic cell, use Table J to determine the |
|A voltaic cell spontaneously converts chemical energy to electrical |voltaic cell (cathode, anode and salt bridge) and direction of electron |anode and cathode and label the direction of electron flow. |
|energy. |flow. |Write the half-reactions for oxidation and reduction reactions. |
| |Use an activity series to determine whether a redox reaction is | |
| |spontaneous | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Chemical energy |Diagram the parts of a voltaic cell. |How does a battery work? |
|Electrical energy |Lab – Electrochemical cells | |
|Spontaneously | | |
|Voltmeter | | |
|Salt bridge | | |
|Migration of ions | | |
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STANDARD 4: Oxidation-Reduction
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|VIII.10 |When given a chemical reaction, identify and label the parts of an |Explain how an electrolytic cell is different from a voltaic cell. |
|An electrolytic cell requires electrical energy to produce chemical |electrolytic cell (cathode, anode) and direction of electron flow. |In a given diagram of an electrolytic cell, determine the anode, |
|change. This process is known as electrolysis. | |cathode, and direction of electron flow. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Electrolysis |Diagram the parts of an electrolytic cell. |How is jewelry plated in gold? |
|Electric current |Lab – Electrolytic cell | |
|Plating | | |
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TOPIC IX
ACIDS, BASES, AND SALTS
STANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.1 |Identify substances as Arrhenius acids or Arrhenius bases when given the|Compare and contrast the properties of acids and bases. |
|Behavior of many acids and bases can be explained by the Arrhenius |properties. | |
|theory. Arrhenius acids and bases are electrolytes. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Arrhenius acid |Use common household acids and bases to have students explore the |What are some characteristics of acids and bases? |
|Arrhenius base |properties of acids and bases. | |
|Electrolyte | | |
|Hydronium ion | | |
|Hydogen ion | | |
|Hydroxide ion | | |
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STANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.2 |Explain the relationship between acid and base strength and the ability |Compare two or more substances and determine which one will conduct |
|An electrolyte is a substance which, when dissolved in water, forms a |to conduct electricity. |electricity to the greatest extent. |
|solution capable of conducting an electric current. The ability of a |Identify substances as electrolytes. |Which of the following substances are electrolytes? |
|solution to conduct an electric current depends on the concentration of | |[pic] NaOH [pic] NaC1 |
|ions. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Electrolyte |Use a conductivity apparatus to identify which solutions contain |Why do acids and bases conduct electricity? |
|Conductivity apparatus |electrolytes. | |
|Electric current |Categorize acids/bases as weak or strong based on the brightness of the | |
| |light bulb. | |
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STANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.3 |Identify acids as yielding H+, hydrogen ions. |When given a list of compounds, select which ones would be classified |
|Arrhenius acids yield H+(aq), hydrogen ions, as the only positive ions | |as Arrhenius acids. |
|in aqueous solution. The hydrogen ion may also be written as H30+(aq), | | |
|hydronium ion. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Hydrogen ion |Provide students with a list of five acids. Have students determine the|What does it mean for an aqueous solution to be an acid? |
|Hydronium ion |commonality between them. | |
|Aqueous solution | | |
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STANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.4 |Identify bases as producing OH‾, hydroxide ions in solutions. |When given a list of compounds, select which ones would be classified |
|Arrhenius bases yield OH-(aq), hydroxide ion, as the only negative ion | |as Arrhenius bases. |
|in an aqueous solution. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Hydroxide ion |Provide students with a list of five Arrhenius bases. Have students |What makes a solution basic? |
| |write a working definition based on their similarities. | |
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STANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.5 |Write simple neutralization reactions when given the reactants. |Complete neutralization reactions when given the reactants. |
|In the process of neutralization, an Arrhenius acid and an Arrhenius | | |
|base react to form salt and water. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Neutralization |Lab: Neutralization reactions |What happens when you mix a strong acid and a strong base? |
|Salt |Have students practice writing the products of neutralization reactions.|What is a salt? |
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STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.6 |Calculate the concentration or volume of a solution, using titration |What is the concentration of NaOH if 20 ml of NaOH is neutralized|
|Titration is a laboratory process in which a volume of solution of known|data. |by 80 ml of 2.0 M HCl? |
|concentration is used to determine the concentration of another | | |
|solution. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Titration |Titration Lab |How much 1M NaOH is needed to neutralize a 50 ml of .2M HC1? |
|Buret |Practice titration calculations. | |
|Indicator | | |
|End point | | |
|Phenolphthalein | | |
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STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.7 |Identify acids as proton donors and bases as proton acceptors-. |Classify acids and bases on given reactions based on proton (H+) |
|There are alternate acid-base theories. Once such theory states that an| |transfers. |
|acid is an H+ donor and a base is an H+ acceptor. | |Explain why both the Arrhenius and Brönsted-Lowry definitions of acids|
| | |and bases are necessary. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Bronsted-Lowry Acid |Discuss the limitations of the Arrhenius definition of acids and bases |How can NH3 be a base if it doesn’t contain OH‾? |
|Bonsted-Lowry Base |using ammonia and sodium carbonate as examples. | |
|Proton (H+) |Practice identifying acids and bases using the proton donor/acceptor | |
| |theory. | |
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STANDARD 4: STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.8 |Interpret changes in acid-base indicator color. |What would result if thymol blue was added to a solution of HNO3? |
|The acidity and alkalinity of an aqueous solution can be measured by its|Identify solutions as acid, base, or neutral based upon the pH. |Milk of Magnesia has a pH of 10.5. Is this an acidic, basic, or |
|pH value. The relative level of acidity or alkalinity of a solution can| |neutral solution? |
|be shown by using indicators. | |Why did the phenolphthalein indicator turn from colorless to pink |
| | |during the titration lab? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Acidity |Activity: Test several acids and bases using a variety of different |How could you tell if an unknown solution was an acid or a base? |
|Alkalinity |indicators. | |
|Indicator |Select appropriate acid-base indicators to identify a pH change when | |
|pH value |given specific pH range. | |
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STANDARD 4: Acids, Bases, and Salts
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|IX.9 |Interpret a pH change of one unit representing a solution ten times more|Explain how the acidity level of lemon juice (pH = 2.5) compares to|
|On the pH scale, each decrease of one unit of pH represents a tenfold |or less acidic. |the acidity level of tomato juice (pH = 4.5). |
|increase in hydronium ion concentration. |Determine the change in acidity level by examining the change in pH. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|pH scale |Draw a pH scale and label it 0 – 14. |What do the numbers on the pH scale mean? |
|logarithmic scale |Have students draw a double bar graph to represent the concentrations of| |
|acidic |H30+ and OH‾ at pHs of 3, 7, and 10. (y-axis: concentration of H30+ | |
|basic |ranging from 1 x 100 to 1 x 10-14; x-axis = pH) | |
|neutral | | |
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TOPIC X
NUCLEAR CHEMISTRY
STANDARD 4: Nuclear Chemistry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.1 |Determine which atoms are most likely to decay and emit radiation based |Explain how the ratio of protons to neutrons effects the stability of |
|Stability of isotopes is based on the ratio of the neutrons and protons |on the ratio of neutrons to protons. |nuclei. |
|in its nucleus. Although most nuclei are stable, some are unstable and |Explain why some atoms are radioactive |Describe transmutation. |
|spontaneously decay emitting radiation. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Transmutation |Construct models of radioactive and non-radioactive nuclei (ex. [pic]). |Why are some elements radioactive? |
|Spontaneous |Use the nuclear models to show the instability caused by the excess | |
|Radiation |neutrons. | |
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| |Show the decay series for Uranium-238. | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.2 |Calculate the initial amount, the fraction remaining, or the half-life |How much of a 30.g sample of strontium – 90 will remain after 84.3 |
|Each radioactive isotope has a specific mode and rate of decay |of a radioactive isotope when given two of the three variables. |years? |
|(half-life). | |At the end of 12 days, ¼ of an original sample of a radioactive |
| | |element remains. What is the half-life of the element? |
| | |After 62.0 hours, 1.0 gram remains unchanged from a sample of |
| | |Potassium-42. How much K-42 was in the original sample? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Half-life |Half-life simulation |What is half-life? |
|Isotope |Half-life problems to calculate one of the following variables: initial |What factors affect half-life? |
|Radioactivity |amount, fraction remaining, or half-life of a radioactive isotope. | |
|Radioisotopes |Interpret half-life information from graphed data. | |
|Spontaneous decay | | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Compare energy relationships within an atom’s nucleus to those outside the nucleus.
|Major Understanding |Performance Indicators |Suggested Assessment |
|X.3 | | |
|A change in the nucleus of an atom that converts it from one element to |Distinguish between natural and artificial transmutation. |Classify examples of artificial and natural transmutation. |
|another is called transmutation. This can occur naturally or can be | |Explain the differences between atoms that undergo artificial and |
|induced by the bombardment of the nucleus by high-energy particles. | |natural transmutation. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Artificial transmutation |Practice identifying nuclear reactions as natural or artificial |How can one type of atom change into a different type of atom? |
|Natural transmutation |transmutations. | |
|Bombardment | | |
|Induce | | |
|High-energy particles | | |
STANDARD 4: Nuclear Chemistry
KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|X.4 |Indicate the differences in mass, charge, ionizing power, and |Identify given types of radiation based on charge and penetrating |
|Spontaneous decay can involve the release of alpha particles, beta |penetrating power between alpha, beta, and gamma radiation. |power. |
|particles, positrons, and/or gamma radiation from the nucleus of an |Determine decay mode and write nuclear equations showing alpha and beta |Explain which type of radiation (alpha, beta, or gamma) would be most |
|unstable isotope. These emissions differ in mass, charge, ionizing |decay. |harmful. |
|power, and penetrating power. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Alpha decay |Write nuclear equations showing alpha and beta decay. |How are beta particles, alpha particles, and gamma radiation |
|Alpha particle |Lab: Comparing the strength and penetrating power of alpha and beta |different? |
|Beta decay |decay. | |
|Beta particle |Label alpha, beta, and gamma radiation based on the charge as they move | |
|Electron |through parallel charged plates. | |
|Gamma radiation | | |
|Ionizing power | | |
|Neutron | | |
|Nucleon | | |
|Positron | | |
|Proton | | |
|Subatomic particle | | |
|Transmutation | | |
STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.5 |Compare and contrast fission and fusion reactions. |Classify equations as either fission or fusion. |
|Nuclear reactions include natural and artificial transmutation, fission,|Compare and contrast natural and artificial transmutation. |What are the similarities and differences between natural and |
|and fusion. | |artificial transmutation? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Fusion |Explain how fission and fusion reactions are similar to and different |What is the difference between fission and fusion? |
|Fission |from each other. |How can humans cause a non-radioactive nucleus to change into a |
| | |different nucleus? |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.6 |Compare and contrast the benefits and risks of nuclear reactions. |Write a persuasive essay in support or opposition of nuclear |
|There are benefits and risks associated with fission and fusion | |reactions. |
|reactions. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Fission |Brainstorm the benefits of fission/fusion. |Are fission reactions worth the risk? |
|Fusion |Brainstorm the risks of fission/fusion. | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.7 |Complete nuclear equations. |Write nuclear decay equations showing alpha and beta decay for given |
|Nuclear reactions can be represented by equations that include symbols |Predict missing particles from nuclear equations. |radioisotopes from Table N. |
|which represent atomic nuclei (with the mass number and atomic number), | |Fill in the missing particle from the nuclear equation below: |
|subatomic particles (with mass number and charge), and/or emissions such| | |
|as gamma radiation. | |[pic] |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Artificial transmutation |Finish nuclear equations. Predict missing particles from the nuclear |How can a nuclear reaction be represented by an equation? |
|Decay series |equations. | |
|Fission |Complete the entire nuclear decay series of Uranium-238. | |
|Fusion |Write the nuclear decay reaction for any radioisotope listed in Table N.| |
|Induced transmutation | | |
|Man-made element | | |
|Natural transmutation | | |
|Nuclear equation | | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Compare energy relationships within an atom’s nucleus to those outside the nucleus.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.8 |Describe how energy and mass are related. |Explain the source of energy in nuclear reactions. |
|Energy released in a nuclear reaction (fission or fusion) comes from the| | |
|fractional amount of mass converted into energy. Nuclear changes | | |
|convert matter into energy. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | |Why does a nuclear reaction produce so much energy? |
|E = mc2 |Practice calculating the amount of energy that is produced from a very | |
| |small amount of matter. | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Compare energy relationships within an atom’s nucleus to those outside the nucleus.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|X.9 |Compare the amount of energy produced in a nuclear reaction to the |Describe the difference in energy production between nuclear reactions|
|Energy released during nuclear reactions is much greater than the energy|energy produced in a regular chemical reaction. |and regular chemical reactions. |
|released during chemical reactions. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Law of conservation of mass |Demonstrate an ordinary chemical reaction. |How does the energy produced by a nuclear reaction compare to the |
|Atomic bomb |Show a video of a nuclear explosion. |energy produced by a regular chemical reaction? |
| |Have students brainstorm the similarities and differences between the | |
| |two. | |
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STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.10 |Explain the risks of radiation. |Write a persuasive essay outlining the dangers of radiation and |
|There are inherent risks associated with | |nuclear energy. |
|radioactivity and the use of radioactive isotopes. Risks can include | |Describe the precautions that should be taken at Ginna nuclear power |
|biological exposure, long-term storage and disposal, and nuclear | |plant. |
|accidents. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Breeder reactor |Analyze the cost/benefit/risk of nuclear energy compared to other energy|What are the dangers of radiation? |
|Chain reaction |sources. | |
|Disposal | | |
|Exposure | | |
|Long-term storage | | |
|Nuclear reactor | | |
|Nuclear waste | | |
|Radioactive Pollution | | |
STANDARD 4: Nuclear Chemistry
KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4: Explain the benefits and risks of radioactivity.
|Major Understanding |Performance Indicators |Suggested Assessment |
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|X.11 |Explain the many different scientific and medical uses of radioisotopes.|Write an essay outlining the beneficial use of a particular |
|Radioactive isotopes have many beneficial uses. Radioactive isotopes |Identify specific uses of some common radioisotopes, such as I-131 in |radioisotope and how it positively impacts science. |
|are used in medicine and industrial chemistry, e.g., radioactive dating,|diagnosing and treating thyroid disorders; C-14 to C-12 ratio in dating |Describe how carbon-14 is used to determine the age of a sample. |
|tracing chemical and biological processes, industrial management, |living organisms; U-238 to Pb-206 ratio in dating geologic formations; | |
|nuclear power, and detection and treatment of diseases. |Co-60 in treating cancer. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|C-14 & biological dating |Invite a guest speaker to talk about the medical uses of radioisotopes. |How are radioisotopes important in science? |
|C-60 & treatment of cancer |Have students conduct research on a particular radioisotope and give a | |
|I-131 & thyroid disorders |short 2-minute presentation to the class to teach each other about their| |
|Irradiated |assigned radioisotope. | |
|Radiation therapy | | |
|Radioactive dating | | |
|Tracer | | |
|U-238, Pb-206 & geological dating | | |
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