Chemistry School Teacher Course# Grade Level St. Mary's College High School. O'Leary, Myra

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1 Chemistry School Teacher Course# Grade Level St. Mary's College High School O'Leary, Myra Chemistry I Unit I Classifying and Measuring matter Enduring Understandings Chemistry is the study of matter and matter is anything that has mass and volume. Different types of matter have unique properties. The properties of matter are described both qualitatively (qualities) and quantitatively (numbers). Quantitative descriptions must include units. Without units, numbers are meaningless. Matter can neither be created nor destroyed, but rather combined, separated, or rearranged. What is chemistry? What is matter? How can we distinguish one material from another and how can we characterize two Mastery Objectives: Students will be able to Write a definition of matter and distinguish between matter and nonmatter. 2. Apply definitions of matter to categorize laboratory samples as pure substances, homogeneous or heterogeneous mixtures, elements, or compounds. 3. Categorize materials based on density measurements. 4. Distinguish between accuracy and precision in measurements Students perform a chemical reaction to make a "golden penny" and use the properties of gold matter to determine if the penny is gold Students will explain whether a penny can be turned into gold by determining its density and comparing its density to that of a standard. Students will explain whether chemical changes create a new substance or whether the properties of that substance changes as the matter rearranges, and combines and will compare and contrast elements and compounds in a lab report. Test on problem solving and content knowledge. Quiz on unit conversion. Knowledge questions on types of matter, unit conversion using real units and made up units. Weekly quizzes on skills

2 different pieces of the same material? How can matter change? Students will know The difference between matter and energy Density is an inherent property of a substance. Elements can be combined to form compounds and the properties will change but we cannot create or destroy matter. The characteristics of pure substances vs mixtures. the characteristics of homogeneous mixtures vs heterogeneous mixtures. The characteristics of elements vs compounds. The SI units of measure in chemistry How to measure mass and volume. The difference between accuracy and precision. Unit Test - Topics Matter vs Non Matter, Phases of Matter, Chemical vs Physical Change, Unit Conversion (you need to memorize the metric prefixes - Kilo, deci, centi, milli, and the SI units).pure Substances vs Mixtures, Elements vs Compounds, Homogeneous vs Heterogeneous Mixtures, Mass and Volume, Density, Unit Conversion, Accuracy and Precision, Significant Figures, The law of Conservation of matter, the penny lab, the copper cycle. Unit II History and Structure of Atom Essential Understandings Students will be able to: The atom is a Compare and contrast the spherical, plum- Demonstrate proficiency with skills on quiz

3 fundamental building block of all matter. Scientific knowledge, including knowledge of the atom, is based on conclusions from experimental evidence. As new experiments provide new evidence, our understandings of scientific principles evolve. The macroscopic properties of a substance are the result of the microscopic building blocks' structures and how they interact Essential questions: What makes matter and how do we know? What makes different materials different? How do we know anything in science? What led to the current understanding of the atom. Students will know: The basic structure and conclusions of the historical experiments that led to the modern atomic model, especially the work of Dalton, Thompson, Rutherford and Bohr, and the cathode-ray and gold-foil experiments. The components of the spherical, plumpudding, solar system, pudding, solar system, bohr and quantum models of the atom. Describe how experimental evidence leads to the evolution of scientific understanding by describing the experiments and evidence that lead to the current model of the atom. Use the periodic table to determine the atomic number, mass number, number of protons, neutrons and electrons in an atom. Interpret isotope symbols to compare and contrast the structures of two different isotopes of the same element. Use the diagonal rule for filling electron orbitals to write the electron configuration for an atom. Students will write a brief essay on the key steps to creating our modern understanding of atomic structure. Use the results from the flame test lab to describe how we know that electrons are quantized into different energy levels. Unit test

4 bohr and quantum models of the atom. The three subatomic particles, their number, and location in any atom. The electron configuration of any atom. Unit III The Periodic Table Enduring understandings The structure of an atom determines its properties. Each atom is unique but many share common/similar physical properties. These properties repeat periodically (every 8 elements). These shared properties are the result of common structure. Essential Questions How does the structure of an atom contribute to that atom's properties? Why is the periodic table called the "periodic table" and why is it structured the way it is. Students will know... The regions of the periodic table (metals, non-metals, metalloids) and the groups and the properties of these. The properties of the elements are determined Students will be able to: Determine what elements belong in the same group based on atomic structure and physical and chemical traits. Describe, locate, and identify the regions of the periodic table and its groups Explain the organization of the periodic table and describe the changes in the trends. Weekly quizzes on skills Mendeleyev Lab - Students construct a periodic table using period trends as evidence. Content and skills covered on unit test with next unit.

5 by its structure. Elements with similar structures have similar properties and are in the same group. The periodic table is organized based on increasing atomic number and arranged in groups (columns) with similar properties. Group IA is alkali metals, Group IIA is alkaline earth metals, Group ViIB is halogens, group VIII is noble gasses. Unit IV Ionic and Covalent Bonds and Molar Mass (mole concept) Enduring Understandings: Students will be able to... Elements combine together to form compounds which are held together with chemical bonds. The properties of the substances Determine the charge on an ion by using the element's location on the periodic table. are determined by how the elements bond together and the forces between the Write ionic formulas by balancing charge. molecules. Atoms are so small we must batch them in order to count them. A mole is a unit. Why do some some substances dissolve and others not? Why do some substances conduct electricity? What makes a compound Draw lewis dots for covalent molecules to determine the structural formula of the molecule. Name bivalent covalent molecules using nomenclature rules given the chemical formula. Use the VESPR model to determine the shape of a molecule. Students will examine a compound and determine whether it conducts electricity. They will describe why metals conduct electricity and ionic compounds conduct electricity when dissolved whereas covalent molecules never conduct electricity. Students will use molecular models and lewis dot to determine the structural formula of covalent molecules. They will then determine which molecules are polar. Students will determine the number of moles present in a sample by weighing the

6 stable? Why can non-metals combine in many different ratios but metal and nonmetals can only combine in one specific ratio? What determines the ratio of atoms in a compound?how can we determine how many atoms or molecules are in a certain mass of a substance? How do scientists count and compare quantities of substances? Students Will Know... Atoms combine to make compounds only in discrete whole-number ratios. Ionic compounds form between metals and nonmetals and have ionic bonds. Covalent molecules form between non-metals and have covalent bonds. Metals alone have metallic bonds. Metals are shiny, malleable, ductile, and conduct electricity. Ionic compounds are brittle, hard, crystalline structures. They dissolve in water and conduct electricity when dissolved. Covalent molecules are often liquids and gasses. They never conduct electricity. Determine whether a molecule is polar or nonpolar using the electronegativity series and the VESPR model. Describe whether a substance will conduct electricity due to the type of bonding that exists. Determine the type of intermolecular forces that occur in a molecule based on polarity. Predict the difference in boiling point based on the type of forces present in a substance. Students will be able to... Determine the number of fruit loops in a beaker without counting. Describe avogadro's number and why it is used to count atoms and molecules. Determine the molar mass of an element and compound using the chemical formula and the periodic table. Determine the number of moles present in a mass of a sample using dimensional analysis. sample and using dimensional analysis with the molar mass. Unit test on content knowledge and problem solving skills. Unit Test Topics Organization of the elements. Groups and their properties. Trends in the periodic table. Ion formation. Ionic Compounds, writing names and formulas for ionic compounds. Types of bonding, Metallic vs Ionic vs Covalent, polar vs nonpolar covalent. Be able to describe the properties of each type, whether they dissolve or conduct and why metallic compounds and ionic solutions conduct electricity. Covalent Compounds: naming and writing formulas, Lewis Dot Configurations, Molecular shapes, bond and molecule polarity. Intermolecular and intramolecular forces. What are they? How are they different? What is their relative strength? Be able to predict what substance will have a greater boiling point based on formula ( think size and type of intermolecular

7 They sometimes dissolve in water. Ionic bonds form by the transfer of electrons. Covalent bonds share electrons. force). Be able to identify which forces a molecule has from its formula. Why do molecules with H-bonding have such great boiling points? Ions form by following the octet rule to become like noble gasses. Ionic compounds always have a total charge of zero. Ionic and covalent nomenclature. The polyatomic ions. Covalent bonds form molecules by sharing electron pairs and follow the vesper model. How to distinguish between polar, non-polar bonds and molecules and how to draw molecules. What intermolecular forces are. The three types of forces, why they exist, how they differ, and how to determine which force(s) occur in a molecule. what type of force is present due to the physical properties of a substance. How to determine the molar mass of an atom or molecule How to determine the

8 number of moles of an atom from its mass. A mole contains 6.02x10 23 pieces. Unit V Applying Chemical Equations and Stochiometry Enduring Understandings Matter is conserved. We cannot create nor destroy matter. Matter can be rearranged to change its properties. Students will be able to: Chemical reactions are predictable and occur in descrete whole number ratios. Count atoms in formulas and use coeffecients to balance equations How can you predict whether two substances will react and what product you will get? How do you know how much reactant you need or how much product you will get? Students will know... How to balance chemical equations to obey the law of conservation of matter. How to identify the type of reaction when presented with reactants and prodcuts. How to predict whether two reactants will react and if they do what product will Compare and contrast combustion, synthesis, decomposition, single displacement and double displacement reactions. Identify the type of reaction present based on the balanced chemical equation by analyzing reactants and products. Given reactants, determine if the chemical reaction occurs and if it does, write the complete balanced chemical equation. Quiz on balancing equations and types of reactions. Unit Test on Mole Concept, balancing equations, types of reactions and stoichiometry. J1. chembalancer activity J2. Lab activity and write-up identifying chemical reactions, predicting products, balancing equations, and writing net ionic equations.

9 form and how to write the balanced chemical equation. Stoichiometry Enduring Understandings: Chemical reactions occur in whole number ratios. If you do not have both reactants present in the correct ratio you will one out of one reactant before the other. We can predict how much product we will make(yield) by comparing mole ratios but this is only a theoretical yield. No reaction is perfect and so we can never make all of what the math tells us we should be able to. When choosing a path we have to consider whether the most efficient path is really the best path. How can we predict how much product we will make in a reaction. Why might we not make everything we predict? How do we know how much of each ingredient we need? How can we describe the efficiency of a reaction. Students will know... How to identify the limiting reagent in a reaction. How to predict the theoretical yield of a reaction given the moles of reactant. How to predict the theoretical yield of a reaction given the mass of reactants. How to calculate the efficiency of a reaction (the perfect yield) and how to Students will be able to... Use mole ratios to predict the number of moles of product formed from number of moles of reactant used. Use mole ratios and molar mass to calculate the mass of product formed from a mass of reactant. Identify the limiting and excess reactants in a chemical react and use stoichiometry to determine the theoretical yield of product from the limiting reagent. Measure the efficiency of a reaction and compare the efficiency of the reaction to the costs of the reaction. A unit test will assess the problem solving skills for stoichiometry problems as well as the content knowledge. Students will compare the roles of limiting reagents and stoichiometry in chemistry with cooking. Students will measure the efficiency of two reactions that produce CO2 and compare their efficiency to their costs in an analysis of which is the better reaction.

10 describe why the efficiency was high or low. Semester 1 Final project Enduring Understandings Chemical and physical changes can be used to affect the environment around us. Chemicals in our environment affect our biological systems. Essential Questions How can a procedure be designed in order to achieve a specific goal? What physical and chemical changes are necessary to remove lead from water? What are the side effects of the use of chemicals for water purification? What are the effects of consuming chemicals on our bodies. Students will know... How to remove lead from a water source using a single displacement or double displacement lab. Students will be able to... design a procedure to remove lead from a water source. Carry out the procedure and use stoichiometric analysis to determine whether the experiment was successful. Analyze experimental data and communicate the goals and results of the experiment in a written report. A written lab report containing procedure, data, analysis and conclusion. Final exam

11 How to design a precipitation procedure and carry it out keeping accurate quantitative and qualitative data. Analyzing data to determine if an experiment was successful. CHEMSITRY 2 Unit VII Phases of Matter Enduring Understandings: Phases of matter are dependent on the interactions between atoms and molecules and require energy changes to move between. What type of energy changes are required to move between phases? What is happening on a molecular level when a phase change occurs? What is the relationship between temperature and pressure and phase of matter. Students will know: How to construct and read a phase diagram. How to construct and read a heating curve. Students will be able to... Draw a picture of molecules at different states Describe the different types of intermolecular forces and how these affect properties of substances Create a heating curve of water and identify the states and changes at each point Identify and define the different phases and the triple point on a phase diagram and describe the changes required to move within it. Use a phase diagram to predict the phase of a substance at constant Temperature and Pressure and to describe how temperature and pressure change effects the phase of Weekly quizzes. Will construct a heating curve of water and describe how temperature affects state and intermolecular forces. Unit test covered with Unit VIII

12 a substance. Describe the relationship between temperature and volume and be able to calculate the change in volume from a known temperature change. Explain the relationship between pressure and temperature Gas Laws Unit VIII Students will be able to... Enduring Understandings: All gases behave the same way regardless of the type molecule. The behavior is predictable. What happens to a gas when you change a variable? How do we hold variables constant? What is kelvin? What are P,V,n,R, and T? Students will know... Describe kinetic molecular theory and explain what assumptions we have to make. Identify the variables in the ideal gas law and associate them to appropriate units. Convert between celcius and kelvin. Identify the appropriate gas constant to use in an equation using the units of pressure as the clue. Comprehensive test on unit VII and VIII Predict and test the best way to produce a syringe rocket/to calculate the molar mass of butane. Weekly quizes on Skills. The relationships described by charles, boyle's, gaylussacs, and the ideal gas law. How to use the ideal gas constant. How to use kelvin as a unit of temperature. Describe the relationship between pressure, volume, moles, and temperature and predict the effect on a gas if the conditions change. Calculate an unknown gas property given a set of conditions for a known gas using the gas laws. Calculate the properties of a gas involved in a chemical Written lab on analysis of boyle's law and phase diagrams.

13 reaction using gas stoichiometry. Thermodynamics Unit IX Enduring Understandings: Energy is conserved. Energy can not be created or destroyed. The universe moves towards disorder. Energy change is involved in every process. Energy changes when matter changes What are the driving forces behind chemical and physical processes? Why do somethings happen spontaneously and others do not? How does energy move? Students will know... The difference between entropy and enthalpy. The difference between exothermic and endothermic. The difference between heat and temperature. Heat transfer / Specific Heat Calorimetry - q=mcpδt Calculating endothermic vs exothermic Students will be able to... To be able to distinguish between exothermic and endothermic processes when the starting conditions are described both with observations, energy measurements, and or an energy diagram. To be able to describe how enthalpy changes and entropy changes contribute to a reactions spontaneity (Gibbs Free Energy) and to be able to calculate using enthalpy and entropy whether a reaction will be spontaneous. To be able to define heat capacity, specific heat and describe how specific heat and enthalpy (heat of vaporization and fusion) are involved in the phase changes of water. Weekly skills quizzes. Calorimetry (heat capacity) lab report Unit test - explanation. - Explain why the evaporation of water a spontaneous process. Thermodynamics and the Environment Project. Students will calculate the amount of energy they consume taking showers and driving to school and explain the costs to the environment and the effect small changes can have on the environment around them.

14 Solutions Unit X Enduring Understandings: A solution is something dissolved in something else. How much solute is dissolved in the solvent is expressed as its concentration. The concentration of a solution affects its properties. How can you change the concentration of a solution? What happens to the concentration and the amounts present if you pour out half of a solution? What about if you add solvent or solute? Students will know: The difference between solvent and solute. Students will be able to... will be able to explain the concept of concentration and dilution, describe a concentration with Molarity and identify the solute and solvent. explain the effect of dilution a solution prepare a standard solution of a set molarity and volume Potato lab - how to determine the concentration of a potato cell using osmosis as a guide. How to describe the concentration of a solution in molarity. How to change the concentration of a solution by diluting it or performing a serial dilution. How to make a solution with a specific molarity. calculate molarity and describe the effects that concentration of a solution has on osmosis. How concentration affects osmosis. Equilibrium XI

15 Enduring Understandings: Equilibrium occurs when a forward process is matched by an equal but opposite process. When a system at equilibrium receives a stress it responds by shifting the equilibrium in order to relieve the stress. What occurs when a process has an opposing process going the opposite direction. What happens if you stress a system at equilibrium. Students will know.. Dynamic vs static equilibrium - what they look like and how they are different. Equilibrium constant K - what does it mean when K<1 or >1 Students will be able to: define equilibrium and describe why it is a dynamic process in chemistry. write equilibrium constant expressions and determine from the value of K whether products or reactants are favored. predict and describe the effect of a stress on an equilibrium system (LeChatelier's principle). Stresses include changes in concentration, temperature and pressure. Unit Test Writing expressions for K from balanced chemical equations. LeChatelier's principle Acid/Base Unit XII Enduring Understandings: Students will be able to: Titration lab - determining the concentration of an Acids and bases area caustic Distinguish between acids unknown acid by performing

16 ionic substances that can be neutralized into an salt and water when mixed together. We use a ph scale to represent their strength. The ph scale is a log scale of the concentration of protons [H + ] in solution. How can we safely neutralize an acidic or basic solution? How to do we know how much of a substance to add? What can we do to prove it is neutralized? What are the ways to change the ph of a solution? and bases a titration Identify acids/bases and conjugate acids and base Unit test pairs in a reaction Calculate ph for an acidic or basic solution Determine [OH-] using Kw. To be able to calculate [H3O+] and [OH-] from ph. Perform a titration and calculate concentration and molarilty of an unknown solution using titration data. Calculate Ka of a weak acid. Explain how a buffer solution works. Students will know: Two Acid Base Theories : Arrhenius and BrØnsted-Lowry Conjugate acid base pairs ph and poh related to and relationship to molarity [H 3 O + ] and [OH - ] writing neutralization reaction equations Titration of strong acid/base Unit XIII Nuclear Chemistry Enduring Understandings: Students will be able to: Written test on identifying,

17 The chain reactions of nuclear chemistry release massive amounts of energy. A nuclear reaction occurs inside the nucleus in a different atoms. Nuclear reactions are abundant and occur all around us, including within our bodies. Write nuclear equations for alpha and beta decay, positron emission and electron capture reactions. describe how elements are created. compare and contrast fission and fusion. describe the components of a What is nuclear energy and nuclear reactor and describe why is it such a big deal? why it produces energy, and Why is it used, what is the how it is controlled. chemistry behind it, and what are the costs/benefits of such a type of energy. Where do the elements come from? How it is related to astronomy and how is nuclear chemistry different from the rest of chemistry. writing, and balancing nuclear reactions and predicting products. Essays on the creation of elements, fission and fusion, and where these reactions occur and how they produce energy. Students will know: Alpha decay, beta decay, positron emission, electron capture. Which elements are created in solar fusion, vs supernova explosions and why? Difference between fission and fusion and why the both produce energy. Electrochemistry/ Redox reactions Enduring Understandings: Electrons are at the Students will be able to: Students use a table of half reactions to describe how to

18 heart of chemistry. The movement of electrons is governed by rules: some things gain electrons, others lose. Every gain of an electron (reduction) is coupled with a loss of an electron (oxidation) from a pair substance. Which directions will electrons move? When does a substance lose an electron and when does it gain one. How do battery's work? Students will know: Oxidation and reduction reactions Voltage potential from half reactions Electrochemical cells Identify oxidation and reduction reactions from the movement of electrons in half reactions Determine the redox pair of a reaction by using a table of half cell potentials. Construct an electrochemical cell and determine the voltage potential between various metal electrodes Balance half reactions. build and label a voltaic cell and describe the flow electrons. Describe how batteries and electro plating works. Unit test.