Tennessee Academic Standards For Science Chemistry I

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1 A Correlation and Narrative Summary of Pearson Chemistry 2017 To the For Science Chemistry I

High School Chemistry I with Pearson Realize Waterman, et al.

The lessons in every chapter are based upon key concepts and include end-of-chapter summative assessments that are directly tied to both state and national standards and measure students progress

Every chapter includes flexible lab options to address all types of learners and accommodate class time and equipment restrictions.

2 High School Chemistry I with Pearson Realize Waterman, et al. The Pearson Advantages: The program combines our proven content with cutting-edge digital support and hands-on learning opportunities to help students connect chemistry to their daily lives. The lessons in every chapter are based upon key concepts and include end-of-chapter summative assessments that are directly tied to both state and national standards and measure students progress toward mastering the for Science. STEM focus puts science in the context of real-world applications. Every chapter includes flexible lab options to address all types of learners and accommodate class time and equipment restrictions. The ExamView Test Bank Generator CD enables teachers to create and print customizable tests from a bank of thousands of questions available in English and in Spanish. Problem-solving and math support provide students with stepped-out sample problems that show them how to go about solving chemistry problems with hints along the way. Math tune-up pages help students review key math equations and a beginning of the year math exam determines where students have weakness. resides on Pearson Realize, Pearson s newest learning management system (LMS), offering standards-aligned content, flexible class management tools, and embedded assessments that deliver reports and student usage data to teachers instantly. Realize Your Potential Pearson Realize provides premium content to help teachers enhance their instructional materials and customize lessons to fit learners needs. Teachers can reorder the table of contents, upload files and media, add links, and create custom lessons and assessments. Flexible class management tools enable teachers to create classes, organize students by groups, and create assignments targeted to those groups, individual students, or the entire class. Powerful search tools allow teachers to search by keyword, skill, topic, or standard to quickly find lessons, lesson plans, and instructional resources. Reports and student usage data give teachers the power to target teaching to improve student outcomes. Digestible student progress reports give teachers instant access to student and class data that show standards mastery on assessments, online activity, overall progress, and the length of time students take on assessments. To learn more about this program please visit

3 A Correlation of to the for Science - Chemistry I CHEM1.PS1: Matter and Its Interactions 1) Understand and be prepared to use values specific to chemical processes: the mole, molar mass, molarity, and percent composition , 312 (Table 10.2), , , 323 (Figure 10.8), , Lesson Check: 315 (#9-15), 323 (#24, 26, 27), 333 (#43, 46, 47), 531 (#19, 22) Assessment: , 549 (#57, 59, 60) Quick Lab: 328 Small-Scale Lab: 324, 545 Chemistry & You: 316 Check for Understanding: 310, 314 Explain: 308, 309, 310, 311, 312, 316, 318, 319, 326, 526 Teacher Demo: 313 Differentiated Instruction: 308, 313 Class Activity: 314, 527 Quick Lab: 328 Small-Scale Lab: 324, st Century Skills: 316 2) Demonstrate that atoms, and therefore mass, are conserved during a chemical reaction by balancing chemical equations , Lesson Check: 354 (#10), 389 (#8-10) Assessment: 377 (#37, 43), 411 (#39, 46) Check for Understanding: 351, 352 Explain: 349, 352, 353, 385, 386, 388 Teacher Demo: 350, 387 Differentiated Instruction: 350 Quick Lab: 354 2

4 A Correlation of to the for Science - Chemistry I 3) Perform stoichiometric calculations involving the following relationships: mole-mole; massmass; mole-mass; mole-particle; and massparticle. Show a qualitative understanding of the concepts of percent yield, limiting, and excess reagents in a chemical reaction through pictorial and conceptual examples , , , , , 408 Lesson Check: 389 (#9, 10), 398 (#23, 24), 408 (#37, 38) Assessment: Quick Lab: 404 Small-Scale Lab: 399 Chemistry & You: 397, 407 Check for Understanding: 387, 394 Explain: 388, 393, 401, 402, 406 Teacher Demo: 392, 401 Differentiated Instruction: 396, 401, 402 Class Activity: 396, 403, 405 Quick Lab: 404 Small-Scale Lab: 399 Chemistry & You: 397, 407 Draw a Diagram: 395 Performance Tasks: 409 4) Use the reactants in a chemical reaction to predict the products and identify reaction classes (synthesis, decomposition, combustion, single replacement, double replacement) Lesson Check: 367 (#21-23) Assessment: 377 (#38-43), 378 (#50-52, 54-55), 379 (#59, 62) Chemistry & You: 368 Check for Understanding: 358, 362 Explain: 357, 358, 359, 360, 362, 363, 364, 368 Extend: 366 Teacher Demo: 360, 362, 365, 366 Differentiated Instruction: 357, 364, 365 Chemistry & You: 368 3

5 A Correlation of to the for Science - Chemistry I 5) Conduct investigations to explore and characterize the behavior of gases (pressure, volume, temperature), develop models to represent this behavior, and construct arguments to explain this behavior. Evaluate the relationship (qualitatively and quantitatively) at STP between pressure and volume (Boyle s law), temperature and volume (Charles s law), temperature and pressure (Gay- Lussac law), and moles and volume (Avogadro s law), and evaluate and explain these relationships with respect to kinetic-molecular theory. Be able to understand, establish, and predict the relationships between volume, temperature, and pressure using combined gas law both qualitatively and quantitatively. 6) Use the ideal gas law, PV = nrt, to algebraically evaluate the relationship among the number of moles, volume, pressure, and temperature for ideal gases , Lesson Check: 454 (#8), 463 (#22) Assessment: 480 (#53-62), 481 (#76, 81) Quick Lab: 467 Interpret Graphs: 456, 458, 468 Check for Understanding: 453 Explain: 452, 453, 457, 458, 460, 461, 462, 468 Teacher Demo: 452, 458 Differentiated Instruction: 452, 458, 460 Class Activity: 460 Quick Lab: Assessment: 480 (#65-69), 482 (#97) Quick Lab: 467 Interpret Graphs: 468 Explain: 465, 466, 467, 468 Quick Lab: 467 7) Analyze solutions to identify solutes and solvents, quantitatively analyze concentrations (molarity, percent composition, and ppm), and perform separation methods such as evaporation, distillation, and/or chromatography and show conceptual understanding of distillation. Construct an argument to justify the use of certain separation methods under different conditions. 40, 494, , Lesson Check: 531 (#22-26) Assessment: 548 (#57-63) Small-Scale Lab: 254, 545 Explain: 526, 530 Teacher Demo: 530 Differentiated Instruction: 530 Class Activity: 527 Small-Scale Lab: 254, 545 4

6 A Correlation of to the for Science - Chemistry I 8) Identify acids and bases as a special class of compounds with a specific set of properties , Lesson Check: 652 (#3-6), 669 (#27) Small-Scale Lab: 670 Interpret Graphs: 665 Check for Understanding: 649, 666 Explain: 647, 648, 649, 650, 665, 666, 667 Extend: 651 Explore: 651 Teacher Demo: 647 Differentiated Instruction: 648, 650, 665 Small-Scale Lab: 670 9) Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of halflife and its use in determining the age of materials (such as radiometric dating). 10) Compare alpha, beta, and gamma radiation in terms of mass, charge, and penetrating power. Identify examples of applications of different radiation types in everyday life (such as its applications in cancer treatment) , , , Lesson Check: 886 (#14, 15, 17), 891 (#19) Assessment: 900 (#47, 50, 52), 901 (#59, 60, 62), 902 (#88), 903 (#98, 99) Small-Scale Lab: 887 Interpret Graphs: 881, 882 Check for Understanding: 881 Explain: 881, 882, 884, 885, 889, 890 Extend: 881, 883, 884, 890 Teacher Demo: 889 Differentiated Instruction: 882, 889 Small-Scale Lab: , Lesson Check: 879 (#1-8), 897 (#27) Assessment: 900 (#37, 40, 56), 903 (#97) Quick Lab: 896 Explain: 877 Teacher Demo: 878 Quick Lab: 896 5

7 A Correlation of to the for Science - Chemistry I 11) Develop and compare historical models of the atom (from Democritus to quantum model) and construct arguments to show how scientific knowledge evolves over time, based on experimental evidence, critique, and alternative interpretations , , Lesson Check: 104 (#1, 2), 109 (#10, 12-15), 132 (#1, 2, 7) Assessment: 122 (#36-39, 44, 46), 152 (#27-29), 155 (#86) Quick Lab: 109 Chemistry & You: 133 Check for Understanding: 103, 107 Explain: 103, 106, 108, 129, 130, 131 Extend:107, 132 Teacher Demo: 106, 107, 129, 130, 131 Differentiated Instruction: 106, 132 Quick Lab: 109 Chemistry & You: ) Explain the origin and organization of the Periodic Table. Predict chemical and physical properties of main group elements (reactivity, number of subatomic particles, ion charge, ionization energy, atomic radius, and electronegativity) based on location on the periodic table. Construct an argument to describe how the quantum mechanical model of the atom (e.g., patterns of valence and inner electrons) defines periodic properties. Use the periodic table to draw Lewis dot structures and show understanding of orbital notations through drawing and interpreting graphical representations (i.e., arrows representing electrons in an orbital) , , , , , , Lesson Check: 173 (#11-17), 182 (#18-25), 199 (#1-9) Assessment: Quick Lab: 180 Small-Scale Lab: 184, 200 Chemistry & You: 163, 183 Interpret Graphs: 175, 182 Stem Activity: 906 Check for Understanding: 164, 170, 176, 178, 196 Explain: 46, 161, 162, 164, 166, 168, 170, 171, 172, 175, 177, 178, 179, 195, 196, 198 Explore: 181 Teacher Demo: 161, 171, 177, 178, 179, 195 Differentiated Instruction: 162, 165, 169, 171, 177, 179, 183, 195, 197, 906 Class Activity: 165, 176, 197 Quick Lab: 180 Small-Scale Lab: 184, 200 Chemistry & You: 163, st Century Skills: 163 6

8 A Correlation of to the for Science - Chemistry I 13) Use the periodic table and electronegativity differences of elements to predict the types of bonds that are formed between atoms during chemical reactions and write the names of chemical compounds, including polyatomic ions using the IUPAC criteria , , , , , , , , , Lesson Check: 182 (#22), 207 (#12-19), 212 (#20, 26), 238 (#11-20), 279 (#18-26), 283 (#29-36), 288 (#41-47), 294 (#53-55) Assessment: 186 (#45, 47), , 256 (#39-58), 298 Quick Lab: 207, 238, 279 Small-Scale Lab: 295 Check for Understanding: 203, 205, 210, 229, 232, 236, 275 Explain: 182, 202, 205, 210, 223, 224, 227, 228, 230, 231, 232, 236, 271, 272, 275, 276, 277, 281, 282, 286, 287, 292, 293, 294 Explore: 181 Teacher Demo: 210, 211, 224, 234, 235, 273, 277 Differentiated Instruction: 204, 211, 223, 227, 231, 281, 287, 292 Class Activity: 203, 204, 205, 227, 229, 274, 275, 282 Quick Lab: 206, 236, 279 Small-Scale Lab: 295 Performance Tasks: ) Use Lewis dot structures and electronegativity differences to predict the polarities of simple molecules (linear, bent, triangular, tetrahedral). Construct an argument to explain how electronegativity affects the shape of basic chemical molecules , Lesson Check: 246 (#24, 28), 253 (#35, 38) Assessment: 257, 258 (#76-79), 259 (#88-91) Check for Understanding: 243, 245, 248, 252 Explain: 242, 243, 244, 248, 250, 251 Teacher Demo: 250, 252 Differentiated Instruction: 242, 251 Class Activity: 242, 249 7

9 A Correlation of to the for Science - Chemistry I 15) Investigate, describe, and mathematically determine the effect of solute concentration on vapor pressure using the solute s van t Hoff factor on freezing point depression and boiling point elevation , Lesson Check: 537 (#28-33), 544 (#43, 46) Assessment: 549 (#74-76), 550 (#82), 551 (#101- Design an Experiment) Interpret Graphs: 542 Check for Understanding: 536, 542 Explain: 535, 537, 542, 544 Extend: 543 Evaluate: 544 Class Activity: 536 CHEM1.PS2: Motion and Stability: Forces and Interactions 1) Draw, identify, and contrast graphical representations of chemical bonds (ionic, covalent, and metallic) based on chemical formulas. Construct and communicate explanations to show that atoms combine by transferring or sharing electrons , 209, 223, , Lesson Check: 207 (#14, 15, 19), 238 (#20) Assessment: 214 (#41, 43), 215 (#67), 256 (#45, 49, 51-53), 259 (#89, 91) Check for Understanding: 202, 210, 224, 227, 229, 232 Explain: 201, 223, 224, 227, 228, 230, 231, 232 Teacher Demo: 210, 211, 224 Differentiated Instruction: 211, 223, 231 Class Activity: 227, 229 Performance Tasks: 213 2) Understand that intermolecular forces created by the unequal distribution of charge result in varying degrees of attraction between molecules. Compare and contrast the intermolecular forces (hydrogen bonding, dipole-dipole bonding, and London dispersion forces) within different types of simple substances (only those following the octet rule) and predict and explain their effect on chemical and physical properties of those substances using models or graphical representations , Lesson Check: 253 (#31-35, 38) Assessment: 257 (#65) Explain: 250, 251 Teacher Demo: 250 Differentiated Instruction: 251 8

10 A Correlation of to the for Science - Chemistry I 3) Construct a model to explain the process by which solutes dissolve in solvents, and develop an argument to describe how intermolecular forces affect the solubility of different chemical compounds , 495 (Figure 15.8), , 596, Lesson Check: 524 (#8) Interpret Graphs: 521 Explain: 495, 520, 521 Teacher Demo: 522 Differentiated Instruction: 495, 521 4) Conduct an investigation to determine how temperature, surface area, and stirring affect the rate of solubility. Construct an argument to explain the relationships observed in experimental data using collision theory. CHEM1.PS3: Energy 1) Contrast the concepts of temperature and heat flow in macroscopic and microscopic terms. Understand that heat is a form of energy and temperature is a measure of average kinetic energy of a molecule. 2) Draw and interpret heating and cooling curves and phase diagrams. Analyze the energy changes involved in calorimetry by using the law of conservation of energy quantitatively (use of q = mcδt) and qualitatively , Assessment: 549 (#81), 550 (#96) Explain: 520, 521 Teacher Demo: , 556, , 557, , , Lesson Check: 439 (#26, 28), 561 (#8-11), 568 (#18) Assessment: 587 (#66, 73) Quick Lab: 571 Interpret Graphs: 438, 572 Check for Understanding: 563, 572 Explain: 438, 559, 560, 564 Teacher Demo: 572 Class Activity: 559, 563 Quick Lab: 571 9

11 A Correlation of to the for Science - Chemistry I 3) Distinguish between endothermic and exothermic reactions by constructing potential energy diagrams and explain the differences between the two using chemical terms (e.g., activation energy). Recognize when energy is absorbed or given off depending on the bonds formed and bonds broken , , , , , , 582 (Figure 17.17) Lesson Check: 561 (#8), 575 (#28-34), 568 (#18, 21), 582 (#38, 40, 41) Small-Scale Lab: 583 Chemistry & You: 576 4) Analyze energy changes to explain and defend the law of conservation of energy. Check for Understanding: 579 Explain: 557, 574, 577, 579, 580 Teacher Demo: 557, 566 Differentiated Instruction: 573, 580 Class Activity: 574 Small-Scale Lab: 583 Chemistry & You: Small-Scale Lab: 583 Class Activity: 563 Small-Scale Lab: 583 CHEM1.PS4: Waves and Their Applications in Technologies for Information Transfer 1) Using a model, explain why elements emit and absorb characteristic frequencies of light and how this is information is used Assessment: 153 (#63-65), 155 (#87, 88) Quick Lab: 142 Small-Scale Lab: 149 Chemistry & You: 146 Stem Activity: 908 Check for Understanding: 143, 145 Explain: 139, 140, 143, 145 Differentiated Instruction: 140 Class Activity: 141 Student Activity: 139 Quick Lab: 142 Small-Scale Lab: 149 Chemistry & You: 146 Focus on Technology:

CP Chemistry Curriculum Pacing Guide

CP Chemistry Curriculum Pacing Guide Content Areas Unit 1 - Introduction to Chemistry Unit 2 - Measurement: Significant Digits, Scientific Notation Daily - 10 days A/B - 5 days Daily - 15 days A/B - 7 days C-1.2 C-1.4 C-1.6 C-1.7 C-1.8 Use