Hoover City Schools Secondary Curriculum Science,

Transcription

1 Course Information: Hoover City Schools Secondary Curriculum Science, Course Title: Chemistry 11, IB Grade Level: 11 Course Description: This course is the study of International Baccalaureate Chemistry and covers subject matter including soichiometry through acid base theory from the International Baccalaureate Curriculum Guide. Students will engage in problem solving, designing, and performing experiments. State Correlate: None Calendar Type: Year Pre-requisite: Honors Integrated Chemistry and Physics or Chemistry Co-requisite: Pre-Calculus Textbook Title: Chemistry: The Central Science (AP Edition) Textbook Publisher: Prentice Hall Textbook ISBN: Textbook Copy Year: 006, 10 th ed Standards: None LEA Curriculum Authors: J. Mahon Date of LEA Approval: Spring 006 Topical Scope and Sequence: Unit # 1 st Nine Weeks 1 of First Year Chemistry Reactions, Solution Stoichiometry and Redox Unit # nd Nine Weeks 3 Atomic Theory 4 Chemical Bonding Unit # 3 rd Nine Weeks 5 Energetics (including solutions) 6 Gases and States of Matter 7 Chemical Kinetics Unit # 4 th Nine Weeks 7 Equilibrium 8 Acid-Base Theory Page 1 of 0

2 Units and Outcome-Based Objectives: Unit 1- of First Year Chemistry Essential Questions: What are the basic chemical principles required to be successful in IB Chemistry 11? Conceptual Connections: Communication Continuity Experimental Activities: # Unit 1 Investigations Unit Obj Correlation 1 Green Fire 7, 8 Demo Significant Figures, Measurement,3,4,7,8 Experiment 3 Determining the Cost of an Atom 3, 10,7,8 Experiment 4 Determination of the formula of MgO 4,9,17,7,8 Experiment 5 Penny Lab 1,7,8 Inquiry Outcome-Based Objectives: # Unit 1 Objectives 1 Show how matter can be divided into subgroups. Page of 0 Level A-1 and P-3 Type (Dem, Exp, Inq) 1. Use SI system of units and prefixes. P-4 3 Perform calculations involving density and dimensional analysis. Identify causes of uncertainty in 4 measurements and relate them to accuracy and precision. Use significant figures and scientific P-4 5 notation when solving problems and in the laboratory. 6 Learn the names and symbols of the A most common elements. 7 Learn the names and charges of the most A common polyatomic ions. 8 Be able to name compounds given their

3 # Unit 1 Objectives formulas, and to write formulas given their names. Describe the mole concept and apply it to substances. Calculate the number of particles and the amount of substances (in moles.) Define the term molar mass (M), and calculate the mass of one mole of a species. Distinguish between atomic mass, molecular mass, molar mass and formula mass. The term for molar mass (in g mol -1 ) can be used for all of these. Define the terms relative molar mass (M r ) and relative atomic mass (A r ). The terms have no units. State the relationship between amount of substance (in moles) and mass. Carry out calculations involving amount of substance, mass, and molar mass. Define the terms empirical formulas and molecular formulas. Be able to calculate percent composition when given the name or formula of a compound. Determine the empirical formula from percent composition data or combustion data. Determine the molecular formula when given both the empirical formula and the molar mass. Balance chemical equations when all reactants and products are given. and distinguish between coefficients and subscripts. Identify the mole ratios of any two species in a balanced chemical equation. Use balanced chemical equations to obtain information about the amounts of reactants and products. Apply the state symbols (s), (l), (g) and (aq) in chemical equations. Calculate stoichiometric quantities and use these to determine experimental and Page 3 of 0 Level A-6-3 A-6 A-6 A-6 A-6 IB OBJ A-6 A-6-5 A-6 and and and Mantery and and and A-6-5 A-6-4 A-6

4 # Unit 1 Objectives 4 theoretical yields. Determine the limiting reactant and the reactant in excess when quantities of reacting substances are given. 5 Identify the limiting reagent Calculate the amount(s) of the reactant(s) in excess remaining after the reaction is complete. Learn safety rules for the chemistry lab and practice them for every experiment. Perform experiments with and without procedures. Level and and and P-1 through P-11 Unit - Reactions, Solution Stoichiometry and Redox Essential Questions: How are the interactions of matter expressed quantitatively? Conceptual Connections: Ratio Balance Experimental Activities: # Unit Investigations Unit Obj Correlation 1 Electrolytes strong, weak, and nonelectrolytes 1, Demo Precipitations Reactions; Determination of an Unknown (ACS Lab) 4,5 Inquiry 3 Finding % NaOCl in Bleach 8-16 Experiment 4 Other appropriate labs: % Acetic Acid in Vinegar or any Strong Acid/Strong Base 8,9 Experment Outcome-Based Objectives: Type (Dem, Exp, Inq) # Unit Objectives 1 Explain why water is an effective solvent.. Characterize strong electrolytes, weak electrolytes, Level Page 4 of 0

5 # Unit Objectives Level and non-electrolytes 3 Define the terms solute, solvent, solution and concentration(g dm -3 and mol dm -3 ) Carry out calculations involving 4 concentration, amount of solute and volume of solution. Recognize and be able to predict the 5 products for precipitation reactions, acid base reactions and redox reactions. 6 Learn the rules for the solubility of salts in water. (Table 4.1, p. 111, BLB) Describe reactions in solution as formula 7 (molecular) equations, complete ionic equations, and net ionic equations. 8 Solve solution stoichiometry problems. 9 Perform calculations involved in acid base volumetric analysis Define oxidation and reduction (in a 10 chemical reaction) in terms of electron loss and gain. 11 Calculate the oxidation number of an element in a compound. State and explain the relationship 1 between oxidation numbers and the names of compounds. Identify whether an element is oxidized 13 or reduced in simple redox reactions, using oxidation numbers. 14 Define the terms oxidizing agent (oxidant) and reducing agent (reductant). 15 Balance redox equations in acid solutions using half reactions. 16 Make the calculations associated with redox titrations. Unit 3-Atomic Structure and Periodicity Essential Questions: How do we know that matter has structure and order? Can the quantum mechanical model of the atom explain the structure of the Periodic Table and the periodic properties of the elements? Page 5 of 0

6 Conceptual Connections: Models Balance Prediction Organization Experimental Activities: # Unit 3 Investigations Unit Obj Correlation 1 Viewing Spectrum Tubes for Line Spectra,3 Demo Paramagnetism vs. Diamagnetism 5,8 Experiment Outcome-Based Objectives: # Unit 3 Objectives Page 6 of 0 Level Type (Dem, Exp, Inq) 1 Describe the operation of a mass spectrometer. 3. Describe and explain the difference between a continuous spectrum and a line spectrum. Explain how the lines on an emission 3 spectrum are related to the energy levels of electrons in a given atom. Know the maximum number of 4 electrons which may occupy each main energy level. Write electron configuration notations 5 and orbital notations for ground state atoms. State the numbering of orbitals. Know 6 how many orbitals each energy level can have. 7 State the relative energies of s,p,d and f orbitals. Describe how the Aufbau Principle is derived using the Pauli Exclusion 8 Principle, Hund s Rule of Maximum Multiplicity and minimization of the potential energy of the atom. 9 Sketch the shapes of the s, p x,p y, and p z orbitals. 10 Relate the electronic configuration of an

7 # Unit 3 Objectives Level atom to its position on the periodic table. Explain how the evidence from the first 11 and successive ionization energies accounts for the existence of the main energy levels and sub-levels (orbitals.) Explain the arrangement of the Periodic 1 Table in order of increasing atomic number. 13 Define the terms group and period. 14 Discuss the relationship between the electron configuration of the elements and their position on the Periodic Table. 15 Discuss the similarities in chemical nature of elements in the same group. Discuss the change from metallic to 16 non-metallic nature of the elements across period 3. Describe and explain the periodic trends in atomic radii, ionic radii and ionization 17 energies for the alkali metals (Li Cs), halogens (F I) and period 3 elements (Na Ar). 18 Explain the uniformity of the size of the transition metal atoms and their ions. Unit 4-Chemical Bonding Essential Questions: What holds it all together? Why are there so many differences and exceptions? How does matter interact on an atomic and molecular level? Conceptual Connections: Form and function Relative strength Change Symmetry Experimental Activities: # Unit 4 Investigations Unit Obj Correlation 1 Paper Chromatography (with pre-lab lecture) 1 Inquiry Page 7 of 0 Type (Dem, Exp, Inq)

8 # Unit 4 Investigations Unit Obj Correlation Using Molecular Models 10, 1 Demo 3 Retention Time of Different Compounds in the GC (ASIM) 1, Laboratory 4 Use Balloons to Show Molecular Structure 1 Inquiry Outcome-Based Objectives: Type (Dem, Exp, Inq) # Unit 4 Objectives Level Describe the ionic bond as the result of electron transfer leading to attraction between oppositely charged ions. 4. Determine which ions will be formed when metals in groups 1, and 3 lose electrons. Determine which ions will be formed when elements in groups 6 and 7 gain electrons. State and explain why transition metals can form more than one ion. Predict whether a compound of two elements would be mainly ionic or mainly covalent from the position of the elements in the Periodic Table, or from their electronegativity values. Deduce the formula and state the name of an ionic compound formed from a group 1,,or 3 metal and a group 5,6, or7 non-metal. Describe the covalent bond as the result of electron sharing. Draw the electron distribution (Lewis Structure) of single and multiple bonds in molecules. State and explain the relationship between the number of bonds, bond length and bond strength. Draw and deduce Lewis (electron dot) structures of molecules for up to six electron pairs on each atom. Predict the shape and bond angles for molecules with four to six charge centers on the central atom. Page 8 of 0

9 # Unit 4 Objectives Level Use the valence shell electron pair repulsion(vsper) theory to predict the 1 shapes and bond angle of molecules and ions having six pairs of electrons around the central atom. 13 Identify the shape and bond angles for species with two to six charge centers. Compare the relative electronegativity 14 values of two or more elements based on their positions in the Periodic Table. 15 Identify the relative polarity of bonds based on electronegativity values. 16 Predict molecular polarity based on bond polarity and molecular shape. 17 State and explain the meaning of the term hybridization. Discuss the relationships between Lewis 18 structures, molecular shapes and types of hybridization. 19 Describe σ (sigma = single) and П (pi = multiple) bonds. State what is meant by the delocalization 0 of П (pi) electrons and explain how this can account for the structures of some substances (resonance structures). Describe the types of intermolecular forces (hydrogen bond, dipole-dipole 1 attraction and van der Waals forces) and explain how they arise from the structural features of molecules. Describe and explain how intermolecular forces affect the boiling points of substances. Describe metallic bond formation and 3 explain the physical properties of metals. Compare and explain the following properties of substances resulting from 4 different types of bonding and intermolecular forces: melting and boiling points, volatility, conductivity and solubility. 5 Predict the relative values of melting Page 9 of 0

10 # Unit 4 Objectives Level 6 and boiling points, volatility,conductivity and solubility based on the different types of bonding and intermolecular forces in substances. Describe and explain the structures and properties of diamond, graphite and fullerene. Unit 5-Energetics Essential Questions: What are the energy considerations when reactions occur? Does chemical energy always result in useful work? Conceptual Connections: Change Order Power Experimental Activities: # Unit 5 Investigations Unit Obj Correlation 1 Finding the Specific Heat of an Unknown Metal 1,,6,8 Experiment Experiment 18 Chemistry w/ Computers (ASIM) 9,10 Experiment 3 Experiment 17 Comparison of Fuels (ASIM) 9,10 Experiment 4 Hess s Law Heat of formation of MgO 1,6,8,10 Inquiry Outcome-Based Objectives: Type (Dem, Exp, Inq) # Unit 5 Objectives 1 3 Define the terms exothermic reaction, endothermic reaction and standard enthalpy change of reaction (ΔH o ). 5. State the relationship between temperature change, enthalpy change and whether a reaction is exothermic or endothermic. Deduce, from an enthalpy diagram, the relative stabilities of reactants and products and the sign of the enthalpy Level Page 10 of 0

11 # Unit 5 Objectives Page 11 of 0 Level change for the reaction Describe and explain the changes which 4 take place at the molecular level in chemical reactions.(bond breaking and bond formation) Suggest suitable experimental 5 procedures for measuring enthalpy changes in aqueous solution. Calculate the heat change when the 6 temperature of a pure substance is altered. q = m c T Explain that enthalpy changes of 7 reaction relate to specific quantities of either reactants or products.(stoichiometry) Analyze experimental data for enthalpy 8 changes of reactions in aqueous solution. Calculate the enthalpy change of a reaction in aqueous solution using 9 experimental data on temperature changes, quantities of reactants and mass of solution. Determine the enthalpy change of a 10 reaction which is the sum of two or more reactions with known enthalpy changes. 11 Define the term average bond enthalpy. 1 Calculate the enthalpy change of a reaction using bond enthalpies. Define and use the terms standard state 13 and standard enthalpy change of formation. ( H f ) Calculate the enthalpy change of a 14 reaction using standard enthalpy changes of formation. 15 Define the term lattice enthalpy. 16 Compare the effect of both the relative sizes and the charges of ions on the lattice enthalpies of different ionic compounds. (Use Coulomb s Law.) Construct a Born-Haber cycle and use it 17 to calculate an enthalpy change. 18 Analyze theoretical and experimental

12 # Unit 5 Objectives lattice enthalpy values. State and explain the factors which increase the disorder (entropy) in a system. Predict whether the entropy change ( S o ) for a given reaction or process would be positive or negative. Calculate the standard entropy change for a reaction ( S o ) using values of absolute entropies. Calculate G o for a reaction using the equation G o ΔH o + S o or by using values of the standard free energy change of formation, G o f. Level Unit 6-Gases and States of Matter Essential Questions: How does the motion of matter affect its properties? Conceptual Connections: Changes of State Intermolecular Forces Experimental Activities: # Unit 6 Investigations Unit Obj Correlation 1 Advanced Separation of Alcohols by GC (ASIM) 3,5 Experiment Molar Mass by Vapor Density 16 Experiment 3 Diffusion Minilab 4 Experiment 4 Exploding Tennis Ball Can Inquiry Outcome-Based Objectives: Type (Dem, Exp, Inq) # Unit 6 Objectives 1 Describe and compare solids, liquids and gases as the three state of matter. 6. Describe the movement of particles, the attractive forces between particles and interparticle spacing in solids, liquids, Level Page 1 of 0

13 # Unit 6 Objectives Level and gases. Give a molecular level description of 3 what happens when evaporation, boiling, condensing, melting and freezing occur. 4 Define, explain, and give examples of diffusion and effusion. Describe kinetic theory in terms of the 5 movement of particles whose average kinetic energy is proportional to absolute temperature. Interpret kinetic theory in terms of ideal 6 gases consisting of point masses in random motion whose energy is proportional to absolute temperature. Describe on a molecular level what 7 happens when the temperature is change. 8 Describe the Maxwell-Boltzmann energy distribution curve. Draw and explain qualitatively the 9 Maxwell-Boltzmann energy distribution curve. Describe qualitatively the effects of 10 temperature, pressure and volume changes on a fixed mass of an ideal gas. 11 State and use the ideal gas equation PV = nrt. 1 Apply the ideal gas equation in calculations. 13 Use the relationship between P, V, N and T for gases. 14 Be able to use P V /T P 1 V 1 /T Know that one mole of any gas occupies.4 L at 0 o C and kpa (STP.) Be able to calculate molar volume, 16 molar mass, and density from the equations derived in this unit. Unit 7- Chemical Kinetics Essential Questions: What are the accelerator and the brake pedal for chemical reactions? Page 13 of 0

14 Conceptual Connections: Temperature Concentration Time Experimental Activities: # Unit 7 Investigations Unit Obj Correlation 1 Revised Blue Bottle Reaction 3 Demo Determination of the Order of Crystal Violet When It Reacts with NaOH (ASIM) or our 9 Experiment Colorimeters Type (Dem, Exp, Inq) 3 Kinetic Study with Spec 0 (ASIM) 3-5, 9 Experiment 4 Outcome-Based Objectives: # Unit 7 Objectives State the meaning of rate of reaction and describe the measurement of reaction rates, such as measurement of loss of mass vs. time or gas volume produced vs. time. 7. Interpret and explain data obtained from experiments concerned with the rate of reaction both qualitatively and quantitatively. Predict the rate expression for a reaction given data showing how reaction rates vary with concentration of reactants. (Method of Initial Rates) Determine the rate expression for a reaction in the laboratory. Define the terms order of reaction and rate constant. Determine the order of a reaction, given initial rates as a function of concentration of reactants. Describe the qualitative effect of temperature on the rate constant. Interpret graphical representations for zero, first and second order reactions. Level Page 14 of 0

15 # Unit 7 Objectives Level 9 Determine the order of a reaction from laboratory data. For a first order reaction, calculate the 10 concentration of a reactant after a given time, knowing its original concentration and the rate constant. Calculate the half-life of first order 11 reactions. This is the same equation that is used for half-life in radioactive decay. Define the terms rate determining 1 step, molecularity and activated complex. Use the Arrhenius equation for temperature dependence of the rate 13 constant to calculate any one of the five quantities: k 1, k, T 1, T, E a, knowing or having calculated the other quantities. Describe the relationship between 14 mechanism, order, rate determining step and activated complex. Demonstrate an understanding of what 15 an activated complex (transition state) is and how the order of the reaction relates to the mechanism. 16 Explain collision theory. 17 Predict the qualitative effect of particle size, temperature, concentration, and catalysts on the rate of a reaction, using collision theory Describe the Maxwell-Boltzmann energy distribution curve. Draw and interpret qualitatively Maxwell-Boltzmann energy distribution curves for different temperatures. Draw potential energy diagrams which show ΔH and E a for both endothermic and exothermic reactions, with and without a catalyst. Deduce a mechanism from a rate expression and vice versa. Unit 8-Chemical Equilibrium Page 15 of 0

16 Essential Questions: Are all of the reactants really used up? Is a chemical reaction at equilibrium a perpetual motion machine? Conceptual Connections: Equal velocities. Balance Ratio Experimental Activities: # Unit 8 Investigations Unit Obj Correlation 1 Demo of FeSCN + on Overhead (Flinn Demo) 10 DEMO Determination of K c for FeSCN + with Spec 0 (ASIM) 4 Experiment 3 Experiment 17 in Flinn Lab Manual (blue) 10 Experiment 4 NO N O 4 (Two Tubes, hot water, cold water) 10 DEMO Outcome-Based Objectives: # Unit 8 Objectives Explain and describe both chemical equilibrium and phase (physical) equilibrium. 8. Recognize equilibrium from a graph. Balance equations and write the corresponding expression for K eq. Calculate K eq knowing the equilibrium concentrations of each species. Given the original concentrations of all species and K eq, calculate the equilibrium concentrations. Use of the quadratic equation is not required. Calculate K eq knowing the original concentrations of all species and the equilibrium concentration of one species. Page 16 of 0 Level Type (Dem, Exp, Inq) 7 Calculate the reaction quotient, Q. If given K 8 eq and Q, predict the direction a system will move to reach equilibrium. 9 Use Q and K eq to find the equilibrium

17 # Unit 8 Objectives concentrations of a system. Using LeChatelier s Principle, predict the effect of a change in the number of moles, volume, pressure, concentration, or temperature upon the position of the equilibrium and the value of K eq. Using equilibrium principles, solve for K sp and solubility of partially soluble or insoluble substances. (Extension, enrichment) Describe the changes which occur in solutions as a result of their colligative properties. (Extension, enrichment) State and explain the equilibrium established between a liquid and its own vapor. State and explain the qualitative relationship between vapor pressure and temperature graphically and using Kinetic Theory. State and explain the relationship between enthalpy of vaporization, boiling point and intermolecular forces. Solve homogeneous and heterogeneous equilibrium problems using the expression for K c, which is equivalent to K eq. Pure liquids and solids are omitted from a heterogeneous equilibrium problem. Level Unit 9-Acid Base Theory Essential Questions: Why are substances classified as acids or bases? What classification systems are used to distinguish between molecules and ions that act as acids or bases? Conceptual Connections: Function Strength Page 17 of 0

18 Experimental Activities: # Unit 9 Investigations Unit Obj Correlation 1 MOM to the Rescue (Flinn Demo),7 Demo Design an experiment to show if a salt is acidic, basic or neutral. (Micro lab with well plates, 7,19 Inquiry universal indicator, and ph paper.) Outcome-Based Objectives: # Unit 9 Objectives Page 18 of 0 Level Type (Dem, Exp, Inq) 1 Outline the characteristic properties of acids and bases in aqueous solution. 9. Describe and explain the differences between strong and weak acids and bases in terms of the extent of dissociation (ionization), reaction with water and conductivity State whether a given acid or base is strong or weak. (Specified strong acids are hydrochloric acid, nitric acid and sulfuric acid. Specified strong bases are 3 all group 1 hydroxides and barium hydroxide. Specified weak acids are ethanoic acid (acetic acid) and carbonic acid (aqueous carbon dioxide). Specific weak bases are ammonia and ethylamine.) Describe and explain data from experiments to distinguish between 4 strong and weak acids and bases, and to determine the relative acidities and basicities of substances. 5 Know this equation: ph = -log[h + ]. ph means the power of the hydrogen ion. Distinguish between aqueous solutions 6 that are acidic, neutral, or basic using the ph scale. Identify which of two or more aqueous 7 solutions is more acidic or basic using ph values. 8 State that each change of one ph unit

19 # Unit 9 Objectives represents a tenfold change in the hydrogen ion concentration [H + ]. Deduce changes in [H + ] when the ph of a solution changes by more than one ph unit. Define acids and bases according to the Bronsted-Lowry theory. Identify whether or not a compound could act as a Bronsted-Lowry acid or base. Identify conjugate acid-base pairs in a given acid-base reaction. Determine the structure for the conjugate acid (or base) of any Bronsted-Lowry base (or acid.) Define and apply the terms Lewis acid and Lewis base. (A Lewis acid base reaction involved the formation of a new covalent bond in which both electrons are provided by one species the Lewis Base. Such bonds are called dative bonds or coordinate covalent bonds. Also, the formation of complexes such as Fe(H O) 3+ 6 is a Lewis acid-base reaction with H O being the Lewis base.) Alabama Course of Study Correlation: Science Level Title Not applicable Bulletin 005, No. 0 # Objectives Note: This locally developed elective course is part of a continuum of courses offered within the International Baccalaureate Programme. HCS Unit- Objective EXPLORE / PLAN / ACT Standards for Transition Correlation: Science Score Range 8-3 EPAS Standard HCS Unit- Objective Identify or use a complex mathematical relationship that exists between data 7.3,7.6,7.11,7.13 Extrapolate from data points in a table or graph Inv 3., 7.8 Page 19 of 0

20 Score Range EPAS Standard HCS Unit- Objective Compare or combine given text with data from tables, graphs, or diagrams 7.6, 7.8 Understand complex lab procedures Inv 5., 5.3, 5.4 Determine the hypothesis for an experiment Inv 1.5 Understand moderately complex experimental designs Inv 4.1 and 4.3 Identify an alternate method for testing a hypothesis Inv 5.4 Select a complex hypothesis, prediction, or conclusion that is supported by a data set or Inv 9. viewpoint Select a set of data or a viewpoint that supports or contradicts a hypothesis, prediction, or Inv 9. conclusion Predict the most likely or least likely result based on a given viewpoint Inv. Compare or combine data from two complex data sets Inv 7.3 Combine new, complex information (data or text) with given information (data or text) Understand precision and accuracy issues Inv 1.; Obj 1., Predict how modifying an experiment or study (adding a new trial or changing a variable) will affect results Identify new information that could be collected from a new experiment or by modifying an existing experiment Select a complex hypothesis, prediction, or conclusion that is supported by two or more data sets or viewpoints Determine why given information (data or text) supports or contradicts a hypothesis or conclusion 1.4, 1.5 Inv 1.5,., 4., 4.4, 5.4, 6.4, 9. (Post-lab discussion) Inv 1.5,., 5.4 (Post-lab discussion) Inv 7. and 7.3 Inv. and 9. Page 0 of 0