HS - Chemistry 1. Mifflin County School District. 8 days. 10 days. 26 days. 8 days. 12 days. 10 days. 15 days. 12 days. 22 days. 31 days.

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1 HS - Chemistry 1 Mifflin County School District Unit 1: Matter Unit 2: Measurement Unit 3: Atomic Theory & Structure Unit 4: Electron Configuration Unit 5: Periodic Table Unit 6: Bonding Unit 7: Nomenclature Unit 8: Mole Unit 9: Chemical Reactions Unit 10: Stoichiometry Unit 11: Gas Laws Unit 12: Acids & Bases Unit 13: Water & Solutions 8 days 10 days 26 days 8 days 12 days 10 days 15 days 12 days 22 days 31 days 14 days 7 days 10 days Last updated: May 9, 2018 Page 1 of 34

2 Unit 1: Matter UNIT OVERVIEW The matter unit begins with a quick coverage of lab safety and equipment. A Flinn Scientific Safety Contract should be given to each student. After safety, topics related to mixtures, physical and chemical changes and properties, states of matter, and separation techniques. COMMON MISCONCEPTIONS When you boil water it separates into hydrogen and oxygen gas ESSENTIAL QUESTIONS / BIG IDEAS How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. Mifflin County School District Page 2 of 34

3 Unit 1: Matter CONCEPTS / COMPETENCIES Concepts Competencies Chemistry is the study of matter and the changes it undergoes. Matter is anything that has mass and take up space. Hypothesis Qualitative Data Quantitative Data Independent Variable Dependent Variable Control Group Chemistry Chemical Organic Chemistry Inorganic Chemistry Physical Chemistry Analytical Chemistry Biochemistry Theoretical Chemistry Matter Solid Liquid Gas Mass Volume Extensive Properties Intensive Properties Physical Properties Chemical Properties Physical Changes Chemical Changes Endothermic Exothermic Atom Element Compound Pure Substance Mixture Define matter and classify matter as elements, compounds, or mixtures. Distinguish between physical and chemical properties and between physical and chemical changes. Mifflin County School District Page 3 of 34

4 Unit 1: Matter Concepts Competencies Heterogeneous Mixture Homogeneous Mixture Solution Filtration Evaporation Re-crystallization Distillation Chromatography STANDARDS AND ELIGIBLE CONTENT CHEM.A Classify physical or chemical changes within a system in terms of matter and/or energy. CHEM.A Classify observations as qualitative and/or quantitative. CHEM.A Differentiate between homogeneous and heterogeneous mixtures (e.g., how such mixtures can be separated). ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS The material in this unit can either be covered as a separate unit or scattered throughout the school year. Students need a strong understanding of vocabulary words in this unit because these words are the basis for future units. In terms of safety, each student and parent must sign a Flinn Safety Contract and a copy of this contract is saved in the teacher's room. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 4 of 34

5 Unit 2: Measurement UNIT OVERVIEW This unit is designed to be brief as students have already been exposed to measurement previously in both science and math classes. It could also be incorporated into other units at the teacher's discretion. Topics to be covered include significant figures, dimensional analysis, accuracy, precision, scientific notation, SI units, density, application of sig.fig. to lab measurements, and properly estimating measurements using lab equipment (grad.cylinders, balances, thermometers, rulers, etc.). This unit also includes mathematical manipulations of significant figures (add, subtract, multiply, divide). COMMON MISCONCEPTIONS Students will want to use Imperial (English) units instead of the Metric System. Students will have difficulty with significant figures and will need to be reminded to use them throughout the year. Time will need to be spent reviewing Scientific Notation because the students will have learned it in the past but do not have a strong understanding of it. Students often do no estimate to the next digit with either a 0 or a 5. They have to be trained, and they still forget to estimate. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. Mifflin County School District Page 5 of 34

6 Unit 2: Measurement CONCEPTS / COMPETENCIES Concepts Competencies All measurements have some degree of uncertainty. In the chemistry lab it is important to strive for accuracy and precision in measurements. The scientific community utilizes the metric system for all measurement in science. SI units Length Volume Mass Weight Density Temperature Energy Dimensional Analysis Measurement Accuracy Precision Scientific Notation Significant Figures Distinguish between mass and weight. Calculate the average atomic weight of an element. STANDARDS AND ELIGIBLE CONTENT CHEM.A Utilize significant figures to communicate the uncertainty in a quantitative observation. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Measurement is a tricky unit because students have already solidified measuring techniques in their minds but they often will not estimate to the next digit. This unit also covers significant figures which are challenging and students have a hard time recognizing the importance of them in measurements and calculations. It is important during this unit that all students understand how to make accurate and precise measurement because future labs and units depend on students' ability to do so. As we continue to learn PLN strategies, more could be introduced to this unit. Mifflin County School District Page 6 of 34

7 Unit 2: Measurement RESOURCES Mifflin County School District Page 7 of 34

8 Unit 3: Atomic Theory & Structure UNIT OVERVIEW Atomic Theory & Structure explains the evolution of atomic theory and different models of the atom designed by scientists since Democritus. The current model of the atom is the major focus of this unit including protons, neutrons, and electrons. Isotopes are covered while relating information about the atom to the periodic table, including the average atomic mass. It is recommended students make models of the atom to gain hands on experience relating to atomic structure. Nuclear chemistry should also be touched on relating to alpha, beta, and gamma particles, fission and fusion, half-life, and the application to real world energy use. COMMON MISCONCEPTIONS The atom is a solid sphere. All atoms of the same element are the same. Nuclear chemistry is dangerous. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. Mifflin County School District Page 8 of 34

9 Unit 3: Atomic Theory & Structure CONCEPTS / COMPETENCIES Concepts Competencies Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Democritus JJ Thomson John Dalton Robert Millikan Joseph Priestly Joseph Proust Ernest Rutherford Niels Bohr Antoine Lavoisier James Chadwick Atoms Law of Conservation of Mass Law of Definite Proportions Law of Multiple Proportions Cathode Ray Tube Experiment Oil Drop Experiment Alpha-Scattering Gold Foil Experiment Nucleus Electron Cloud Atomic Number Atomic Weight Mass Number Proton Electron Neutron Isotope Energy Levels Nuclear Chemistry Alpha Particles Beta Particles Gamma particles Fission Fusion Relate experimental evidence to models of the atom. 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 ground state and excited state electron configurations. Mifflin County School District Page 9 of 34

10 Unit 3: Atomic Theory & Structure Concepts Competencies Half-life STANDARDS AND ELIGIBLE CONTENT CHEM.A Describe the evolution of atomic theory leading to the current model of the atom based on the works of Dalton, Thomson, Rutherford, and Bohr. CHEM.A Differentiate between the mass number of an isotope and the average atomic mass of an element. CHEM.B Apply the law of definite proportions to the classification of elements and compounds as pure substances. 3.2.C.A3.c Describe the process of radioactive decay by using nuclear equations and explain the concept of half- life for an isotope. 3.2.C.A3.d Compare and contrast nuclear fission and nuclear fusion. 3.2.C.A5.b Describe Rutherford s gold foil experiment that led to the discovery of the nuclear atom. Identify the major components (protons, neutrons, and electrons) of the nuclear atom and explain how they interact. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents Mifflin County School District Page 10 of 34

11 Unit 3: Atomic Theory & Structure REFLECTIONS A part of atomic theory is learning the history of the atom and how different parts were discovered over hundreds of years. Students do well with making timelines or presentations on the different scientists' contributions. An activity that has really engaged student learning during this unit is having students make their own models of atoms because they can visualize where the different parts such as protons, neutrons, and electrons exist. When the time comes to average atomic mass, the students who struggle with math will need additional help setting up the equation and solving for variables. In terms of nuclear chemistry, it is good to cover a wide variety of topics including war, medicine, and energy. A good video for nuclear chemistry is Uranium: Chasing the Dragon's Tail. It covers multiple topics along and shows both the good and bad sides of nuclear chemistry. In some classes, students also write an ISearch paper on their topic of choosing so long as it is related to Nuclear Chemistry. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 11 of 34

12 Unit 4: Electron Configuration UNIT OVERVIEW Electron configuration expands on the basic model of the atom and connects the structure to the periodic table. Students should know the basic shape of the s,p,d,f orbitals and be able to manipulate between full electron configuration, noble gas configuration, and orbital/pictorial configurations. Orbitals should be filled according to the different principles of electron configuration including Aufbau, Hunds, Pauli Exclusion, and the Heisenberg Uncertainty Principle. The emission line spectra should be discussed and a flame test lab performed. COMMON MISCONCEPTIONS Students want the d sublevel to start in the 4th energy level instead of the 3rd and the f sublevel to start in the 6th instead of the 4th. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Atomic orbitals s,p,d,f Electron Configuration Noble Gas Configuration Orbital/pictorial Configurations. Aufbau Principle Hund's Rule Pauli Exclusion Heisenberg Uncertainty Principle Emission Line Spectra Identify the sublevels of an atom s electron cloud, explain how many electrons each level and sublevel can hold, and describe the shapes of s and p sublevels. Write the electron configuration and draw a correct orbital diagram of any element on the periodic table. STANDARDS AND ELIGIBLE CONTENT CHEM.A Predict the ground state electronic configuration and/or orbital diagram for a given atom or ion. Mifflin County School District Page 12 of 34

13 Unit 4: Electron Configuration CHEM.A Explain the relationship between the electron configuration and the atomic structure of a given atom or ion (e.g., energy levels and/or orbitals with electrons, distribution of electrons in orbitals, shapes of orbitals). CHEM.A Relate the existence of quantized energy levels to atomic emission spectra. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Electron configuration can sometimes be challenging to teach because it breaks down what students already know about electrons and the atom and becomes more specific. Students have to realize that electrons no longer just orbit the nucleus and instead have orbitals where they are most likely to be found. Visual representations of the different sublevels are necessary for student learning along with pictorial diagrams of the electrons. Most students have a good grasp on these concepts by the end of the unit and are able to easily identify and write electron configurations. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 13 of 34

14 Unit 5: Periodic Table UNIT OVERVIEW The periodic table unit covers different trends that appear in the organization of the table such as atomic radius, ionization energy, electron affinity, electronegativity, and valence electrons. Students should be able to explain why these trends exist and explain how the elements are organized into groups/families and periods and the chemical behaviors associated with each. COMMON MISCONCEPTIONS The periodic table goes in order of the atomic mass. The mass on the periodic table is an average of the different isotopes. Families are the columns and periods are the rows. Atoms get bigger as you move left to right across the periodic table. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. Mifflin County School District Page 14 of 34

15 Unit 5: Periodic Table CONCEPTS / COMPETENCIES Concepts Competencies The periodic table is a compilation of the work of many scientists. It provides useful information about the elements. Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Metal Non-metals Metalloids Trends/Patterns Atomic Radius Ionization Energy Electron Affinity Electronegativity Valence Electrons Anions Cations Dmitri Mendeleev Henry Moseley Alkali Metals Alkaline Earth Metals Boron Family Carbon Family Nitrogen Family Oxygen Family Halogens Noble Gases Transition Metals Lanthanide Series Actinide Series Describe the organization of the periodic table, and identify how many outer electrons each family has. Name the families of the periodic table and be able to distinguish between a metal and a nonmetal. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 15 of 34

16 Unit 5: Periodic Table CHEM.A Compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends. CHEM.A Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Students will sometimes have difficulties with periodic trends. Graphing different trends will help students visualize the changes as they move across a group and down a family. Different labs and activities can be utilized to give hands on learning opportunities related to the different trends. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 16 of 34

17 Unit 6: Bonding UNIT OVERVIEW The bonding unit should differentiate between ionic and covalent bonding. Topics to be covered are Lewis Dot Structures, valence electrons, electron cloud diagrams, diatomic molecules, VSEPR theory, electronegativity differences that result in polar/nonpolar bonds. Polarity and dipole moments should be shown on diagrams. Different models such as ball-and-stick, molecular geometries, etc. should be utilized to further student understanding. COMMON MISCONCEPTIONS All elements will bond with each other. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Valence Shell Electron Pair Repulsion Theory (VSEPR) Valence shell Valence electrons Lewis dot structure Ionic bonds Covalent bonds Metallic bonds Polarity Dipole moment Draw Lewis dot diagrams for any atom on the periodic table. Draw Lewis dot structures for common chemical compounds. Explain the difference between ionic and covalent chemical bonding. Explain how bond type determines physical properties of compounds STANDARDS AND ELIGIBLE CONTENT CHEM.A Describe how chemical bonding can affect whether a substance dissolves in a given liquid. Mifflin County School District Page 17 of 34

18 Unit 6: Bonding CHEM.A Predict characteristics of an atom or an ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity). CHEM.B Explain how atoms combine to form compounds through ionic and covalent bonding. CHEM.B Classify a bond as being polar covalent, non polar covalent, or ionic. CHEM.B Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball and stick models, graphical models, solid sphere models, structural formulas, skeletal formulas, Lewis dot structures). CHEM.B Utilize Lewis dot structures to predict the structure and bonding in simple compounds. CHEM.B Use illustrations to predict the polarity of a molecule. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Students who struggle with math skills benefit from using a manipulative such as clay to help them balance chemical equations. Students can use different colors of clay to represent each element. Then, they can build molecules using various colored balls and continue adding molecules until the number of colored balls is the same on each side of the equation. This eliminates the need for multiplication and the confusion between coefficients and subscripts. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 18 of 34

19 Unit 7: Nomenclature UNIT OVERVIEW Apply the IUPAC rules of naming to ionic, covalent, acid/base, polyatomic, and hydrate compounds. COMMON MISCONCEPTIONS Students will attempt to apply the same rules to every compound. It helps if you make them identify the compound type (ionic, covalent, acid/base, hydrate) before they name them, if all mixed together. Students will try to keep charges in the final formula of a compound. Students don't realize that polyatomic ions have to be in parenthesis when there a multiples so that they don't change subscripts. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Compounds are named according to a systematic set of rules based on the type of compound. Formulas are written to reflect the way atoms bond together. Binary compounds Covalent compounds Polyatomic ions Dehydration Anhydrous Write chemical formulas from symbols and write chemical symbols from names for binary compounds with a metal and a nonmetal. Write chemical formulas from symbols and write chemical symbols from names for binary compounds with a nonmetal and a nonmetal. Write names and symbols for acids and bases. STANDARDS AND ELIGIBLE CONTENT CHEM.A Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions). Mifflin County School District Page 19 of 34

20 Unit 7: Nomenclature ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Nomenclature can be taught independently or combined with the bonding unit. Students may struggle distinguishing between various bond types, which affects how a substance is named. If bonding and nomenclature are grouped, students can master nomenclature while discussing a specific bond type and eliminate the obstacle identifying bond type before naming. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 20 of 34

21 Unit 8: Mole UNIT OVERVIEW During the mole unit students should be introduced to the concept of Avogadro's number and should become familiar with converting between volume, mass, and representative particles. Percent composition, empirical formulas, and molecular formulas should also be covered. COMMON MISCONCEPTIONS Students think they have to use the molar mass in every two step calculation. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies A mole is a unit of measurement used to represent a large numbers of particles. Mole Avogadro's Number Atoms Molecules Particles Formula units Significant Figures Molar Mass Volume Percent Composition Empirical Formulas Molecular Formulas Grams Use a scientific calculator to solve chemistry problems. Define a mole, and describe its application in chemistry as a unit of measurement. Convert between grams, moles, and atoms/ molecules. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 21 of 34

22 Unit 8: Mole CHEM.B Apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, molecules, and/or formula units). CHEM.B Relate the percent composition and mass of each element present in a compound. CHEM.B Determine the empirical and molecular formulas of compounds. 3.2.C.A2.h Determine percent compositions, empirical formulas, and molecular formulas. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents Some resources may be also listed in the Stoichiometry REFLECTIONS Moles and Stoichiometry can be taught together or separated. Typically, moles are taught ahead of time, with a brief review of moles prior to starting stoich. Students have a hard time with scientific notation and this is often the start of the heavy math units and so students who struggle with math will find this challenging. Different opportunities for students teaching/helping other students really promote learning. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 22 of 34

23 Unit 9: Chemical Reactions UNIT OVERVIEW In this unit the 5 different types of chemical reactions (Single Dis., Double Dis, Combustion, Synthesis, Decomposition) should be explained and utilized to predict products in both word and chemical equation format. This is also where balancing equations should be taught. While determining products, solubility rules and activity series will be applied. COMMON MISCONCEPTIONS When balancing equations, students often want to change the subscripts instead of the coefficients. When students predict products they often try to make every reaction a combination reaction. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Activation energy Catalyst Coefficient Combustion Concentration Decomposition Double Displacement Single Displacement Equilibrium Limiting reactant Product Reactant Synthesis Law of Conservation of Mass Precipitate Insoluble Identify the standard components of chemical equations. Balance chemical equations to ensure that there are equal number of elements as well as reactants and products. Given a chemical reaction in words, write a balanced chemical equation in symbols. Recognize and classify the five major types of chemical reactions. Describe how temperature, concentration, surface area, reactants, and catalyst affect the rate of reactions. Mifflin County School District Page 23 of 34

24 Unit 9: Chemical Reactions STANDARDS AND ELIGIBLE CONTENT CHEM.B Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion. CHEM.B Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion). 3.1.C.A2. Describe how changes in energy affect the rate of chemical reactions 3.2.C.A4.d Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. CHEM.B Balance chemical equations by applying the Law of Conservation of Matter. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents Mifflin County School District Page 24 of 34

25 Unit 9: Chemical Reactions REFLECTIONS At first, students may struggle to identify chemical reactions from a chemical equation. It helps to compare chemical reaction types to relationships with couples getting together, breaking up, etc. Having students act out different relationship scenarios helps make the topic more tangible for the students. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 25 of 34

26 Unit 10: Stoichiometry UNIT OVERVIEW This unit is heavily math based and relies on dimensional analysis to convert between different reactants and products. Limiting reactant and percent yield topics and calculations connecting the mole concept to chemical reactions should be covered. COMMON MISCONCEPTIONS Students see the mole as only a number. Hard to grasp the true meaning of how large it is. Students believe coefficients should always be the same on reactants and products side of the reaction (moles are conserved). Students believe ratio of coefficients is ratio of masses. Students believe water is the only solvent. Students believe moles can't be used in liquids. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies The law of conservation of mass is confirmed by mass relationship in chemical reactions. Limiting Reactant Excess Reactant Theoretical Yield Percent Yield Actual Yield Dimensional Analysis Molar Mass Products Reactants Use a scientific calculator to solve chemistry problems. Apply previous knowledge to balance equations and perform mole conversions Use mole ratios to perform unit conversions Calculate the percent yield from given data and collected experimental data Analyze a real world situation to determine the option that results in the most profit using stoichiometry. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 26 of 34

27 Unit 10: Stoichiometry CHEM.A Utilize significant figures to communicate the uncertainty in a quantitative observation. 3.2.C.A4.e Use stoichiometry to predict quantitative relationships in a chemical reaction. CHEM.B Apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, molecules, and/or formula units). CHEM.B Determine the empirical and molecular formulas of compounds. 3.2.C.A2.h Determine percent compositions, empirical formulas, and molecular formulas. CHEM.B Use stoichiometric relationships to calculate the amounts of reactants and products involved in a chemical reaction. CHEM.B Describe the roles of limiting and excess reactants in chemical reactions. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS This unit covered stoichiometry. This was the hardest unit to date, which it typically is. Students started out slow, but after a few days really started to grasp the material. This is a topic that just takes time, and lots of examples for students to grasp. Moles need to be reviewed with stoichiometry or taught cocurrently. If moles are taught in the previous unit, a brief review of moles prior to starting stoichiometry would be helpful. As we continue to learn PLN strategies, more could be introduced to this unit. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 27 of 34

28 Unit 10: Stoichiometry Mifflin County School District Page 28 of 34

29 Unit 11: Gas Laws UNIT OVERVIEW The 5 different gas laws should be explained and visualized through lab experiences and mathematical operations.* *If time allows this unit should be covered. COMMON MISCONCEPTIONS Students don't think there is pressure around us because they can't feel it. Students think gases don't weigh anything. Students think when gases expand that the particles get larger. Students think pressure and volume react the same way. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Gases respond in predictable ways to pressure, temperature, volume, and changes in particles. Boyle's Law Charles' Law Dalton's Law of Partial Pressures Combined Gas Law Ideal Gas Law Kilopascal Standard Atmosphere Standard Temperature and Pressure (STP) Examine and solve problems using the gas law relating pressure and volume. Examine and solve problems using the gas law relating temperature and volume. Examine and solve problems using the gas law relating temperature and pressure. Examine and solve problems using the gas law relating volume and moles. Calculate the temperature, pressure, volume, or number of moles using the ideal gas law. Students will relate life experience with gas laws. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 29 of 34

30 Unit 11: Gas Laws CHEM.B Utilize mathematical relationships to predict changes in the number of particles, the temperature, the pressure, and the volume in a gaseous system (i.e., Boyle s law, Charles s law, Dalton s law of partial pressures, the combined gas law, and the ideal gas law). CHEM.B Predict the amounts of reactants and products involved in a chemical reaction using molar volume of a gas at STP. CHEM.A Relate the physical properties of matter to its atomic or molecular structure. ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS Gas Laws can be presented in the beginning of the year or at the end. Students have observed the properties of gases in their every day life, so they have an easier time understanding this concept than many of the other concepts in the course. This is a great unit for labs/demonstrations that can be either teacher or student led. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 30 of 34

31 Unit 12: Acids & Bases UNIT OVERVIEW Students have been exposed to acid base chemistry in previous courses and the focus of this unit should be different lab techniques such as large and small scale titrations, ph meters, etc. used to determine the ph of different household chemicals.* *If time allows this unit should be covered. COMMON MISCONCEPTIONS Substances containing H are acidic; substances containing OH are basic ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Acids and bases can be characterized by differences in ph values. Acid Base Strong/Weak Acid/Base ph Scale Titration Neutralization Distinguish acids and bases by their properties. Relate acids and bases to their reactions in water Relate ph to the strengths of acids and bases Compare and contrast the composition of strong and weak solutions of acids and bases. Students will know acids have a sour taste and turn litmus red while bases have a bitter taste and turn litmus blue. STANDARDS AND ELIGIBLE CONTENT CHEM.A Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions). Mifflin County School District Page 31 of 34

32 Unit 12: Acids & Bases CHEM.A Predict characteristics of an atom or an ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity). ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS The goal is to give students some exposure to acids/bases and titrations in case they continue on to AP Bio or Anatomy & Physiology classes. RESOURCES Mifflin County School District Page 32 of 34

33 Unit 13: Water & Solutions UNIT OVERVIEW This unit exposes students to spectrophotometers which will be used in AP Bio and in future college science courses. Students should become familiar with the preparation of solutions at different molarities and molalities. COMMON MISCONCEPTIONS ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Solutions are homogeneous mixtures in which the physical properties are dependent on the concentration of the solute and the strengths of all interactions among the particles of the solutes and solvent. Solute Solvent Molarity Molality Absorbance Transmission Concentration Beer's Law Dissociation Demonstrate the uniqueness of water as a chemical substance Prepare solutions of varying concentration Compare and contrast the ability of water to dissolve ionic and covalent compounds. Describe how a solution is made. Describe what happens when a solute is dissolved in a solvent. Explain how solubility is affected by temperature. Interpret a solubility graph. Explain how the addition of a solute affects the physical properties of a solution. Determine the concentration of a solution in units of moles/l (molarity). STANDARDS AND ELIGIBLE CONTENT CHEM.A Describe various ways that concentration can be expressed and calculated (e.g., molarity, percent by mass, percent by volume). Mifflin County School District Page 33 of 34

34 Unit 13: Water & Solutions CHEM.A Describe how factors (e.g., temperature, concentration, surface area) can affect solubility. CHEM.A Compare properties of solutions containing ionic or molecular solutes (e.g., dissolving, dissociating). ASSESSMENTS Worksheets, Labs, Quizzes, and Tests See Resources for documents REFLECTIONS RESOURCES Mifflin County School District Page 34 of 34