CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE CHEMISTRY HONORS. Suggested guidelines for enrollment B or better in Algebra I

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1 CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE CHEMISTRY HONORS Course Number 5417 Department Science Suggested guidelines for enrollment B or better in Algebra I Length of Course Two (2) semesters/one (1) Year Grade Level 9-12 Credit 5 units per semester/10 total credits-physical science Repeatable Not repeatable for credit UC/CSU Meets d laboratory science requirement Board Approved January 10, 2002 / April 3, 2008 Description of Course - This course covers the same major areas as Chemistry, but at a faster pace and in greater depth. Chemistry is a sequential, hierarchical science that is descriptive and theoretical. Chemistry requires high-level problem-solving skills, such as designing experiments and solving word problems. For students to learn concepts of chemistry, they must learn new vocabulary, including the rules for naming simple compounds and ions. Students will discover and be able to explain the nature of matter and its transformations when they study atomic and molecular structure, the effects of electron interaction, chemical bonds, and stoichiometry. Additionally students will study the properties of gases, acids and bases, solutions, and organic and inorganic compounds. Students will also explore chemical systems as they study solutions, reactions, and nuclear processes. Rationale for Course - This course fulfills a physical science laboratory requirement for graduation as well as an entrance requirement for the University of California and California State University schools. Standard 1 - (Atomic and Molecular Structure) Students will understand that the periodic table displays the elements in increasing atomic number and show how periodicity of the physical and chemical properties of the elements relates to atomic structure. 1.1 Objective: Be able to relate the position of an element in the periodic table to its atomic number and atomic mass Performance Indicator: Students will be able to explain that an atom consists of a nucleus made of protons and neutrons and that electrons occupy specific energy levels surrounding the nucleus Performance Indicator: Students will be able to explain that the number of protons, not electrons or neutrons, determines the unique properties of an element. Page 1 of 24 - Chemistry Honors

2 1.1.3 Performance Indicator: Students will be able to explain that the atomic number of an element is determined by protons only Performance Indicator: Students will be able to explain that elements are arranged by order of increasing atomic number and, with some exceptions, increasing atomic mass Performance Indicator: Students will be able to explain the components of the mass number of an atom Performance Indicator: Students will be able to identify an element by name given its atomic mass, atomic number, or the number of protons. 1.2 Objective: Be able to use the periodic table to identify metals, nonmetals, semimetals, and halogens Performance Indicator: Students will be able to state whether a particular element is a metal, nonmetal, semimetal or halogen based on its position on the periodic table Performance Indicator: Students will be able to identify elements with similar physical and chemical properties within a group, or family. 1.3 Objective: Be able to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms Performance Indicator: Students will be able to identify the various groups, or families, based upon their physical and chemical properties Performance Indicator: Students will be able to identify a given element as an alkali metal, alkaline earth metal, transition metal, noble gas, halogen, lanthanides, and actinide based on its position on the periodic table Performance Indicator: Students will be able to define electronegativity, ionization energy, atomic and ionic size and relate their horizontal and vertical trends to changing atomic number Performance Indicator: Students will be able to explain trends in electronegativity, ionization energy, atomic and ionic size with respect to energy level and electron distance form the nucleus. 1.4 Objective: Be able to use the periodic table to determine the number of electrons available for bonding. Page 2 of 24 - Chemistry Honors

3 1.4.1 Performance Indicator: Students will be able to define and explain valence electrons Performance Indicator: Students will be able to explain energy levels and sublevels such as 1s, 2s, 2p, 3s, 3p, 3d, etc Performance Indicator: Students will be able to state the maximum number of electrons each orbital can contain, s=2, p=6, d=10, and f= Performance Indicator: Students will be able to write electron configurations and noble gas configurations for any given element Performance Indicator: Students will be able to identify the number of valence electrons for any given atom, based on its location on the periodic table Performance Indicator: Students will be able to find the number of electrons available for bonding or the number of unfilled electron positions for a given element by using the orbital filling notation. 1.5 Objective: Be able to explain that the nucleus of the atom is much smaller than the atom yet contains most of its mass Performance Indicator: Students will be able to define a proton, neutron, and electron in terms of mass and charge and location in the atom Performance Indicator: Students will be able to define the average atomic mass Performance Indicator: Students will be able to explain that electrons occupy a large region of space centered around a tiny nucleus, and thus defines the volume of the atom Performance Indicator: Students will be able to identify the number of protons, neutrons, and electrons in an atom given the atomic number and its mass number. 1.6 Objective: Be able to explain the significance and experimental basis for Thomson s discovery of the electron, Rutherford s nuclear atom, Millikan s oil drop experiment, and Einstein s explanation of photoelectric effect Performance Indicator: Students will be able to discuss each of the above experiments and how they relate to the Modern Atomic Theory. Page 3 of 24 - Chemistry Honors

4 1.7 Objective: Understand the experimental basis for the development of the quantum theory of atomic structure and the importance of the Bohr model of the atom Performance Indicator: Students will be able to explain the various atomic models, such as the Plum Pudding, quantum mechanical theory, and Bohr s model and state the scientist responsible. They will also be able to describe the significance each model had in the development of the modern atomic theory. 1.8 Objective: Understand how to use the Periodic Table to identify the lanthanides and actinides (and transactinide elements), and know that the transuranium elements were man made Performance Indicator: Students will be able to explain that the position of the lanthanides and actinides reflects the fact that they involve the filling of the 4f and 5f sublevels Performance Indicator: Students will be able to describe the properties of lanthanides and compare them to the alkali metals Performance Indicator: Students will be able to explain that the actinides are radioactive and that those after Uranium are man-made Performance Indicator: Given the electron configuration for various elements, they will be able to identify the group, period, and block for the element. 1.9 Objective: Learn how to relate the position of an element in the periodic table to its quantum electron configuration and reactivity with other elements on the table Performance Indicator: Students will be able to state the number of valence electrons for an element based upon its position on the periodic table Objective: Understand that spectral lines are the result of transitions of electrons between energy levels Performance Indicator: Students will observe spectral lines for various gases Performance Indicator: Students will be able to explain how spectral lines are produced. Page 4 of 24 - Chemistry Honors

5 Performance Indicator: Students will be able to explain that the frequency for the light emitted is related to the energy spacing between levels using Planck s relationship: E=hv. Standard 2 (Chemical Bonds) Students will understand that the enormous variety of biological, chemical and physical properties of matter results from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. 2.1 Objective: Be able to explain how atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds Performance Indicator: Students will be able to define covalent, ionic, and metallic bonds Performance Indicator: Student will complete a lab comparing ionic and covalent bond with respect melting point, boiling point, and other physical properties Performance Indicator: Students will be able to explain the differences between covalent and ionic bonds based on electronegativity differences Performance Indicator: Students will be able to identify the difference between bonds that are polar covalent or nonpolar covalent Performance Indicator: Students will be able to explain that ionic or covalent bonds form as a result of completing the outer shell with eight electrons, which is known as the octet rule. 2.2 Objective: Be able to explain how chemical bonds form between atoms in molecules such as H 2, CH 4, NH 3, H 2 C=CH 2, N 2, Cl 2, and many large biological molecules are covalent Performance Indicator: Students will be able to illustrate how elements share valence electrons to form bonds so that the outer electron energy levels of each atom are filled and have electron configurations like those of the nearest noble gas element by using Lewis dot structures Performance Indicator: Students will be able to demonstrate covalent bond formations of compound by using models Performance Indicator: Students will be able to list the seven diatomic elements H 2, O 2, N 2, Cl 2, Br 2, I 2, F 2. Page 5 of 24 - Chemistry Honors

6 2.3 Objective: Know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction Performance Indicator: Students will be able to define terms such as lattice energy, cation, and anion Performance Indicator: Students will be able to explain how ions form repeating patterns of positive and negative charges Performance Indicator: Students will be able to identify various crystalline structures of ionic compounds such as NaCl, CaF Performance Indicator: Students will be able to explain formula units as the simplest collection of atoms from which an ionic compound s formula can be established. 2.4 Objective: Know the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form Performance Indicator: Students will be able to explain that in a liquid, the intermolecular forces are weaker than in a solid. They will also understand that the intermolecular forces affect boiling points Performance Indicator: Students will be able to explain that changes in energy affect attractive forces between particles causing melting/freezing, boiling/condensing, or sublimation/solidification. 2.5 Objective: Know how to draw Lewis dot structures Performance Indicator: Students will define valence electrons and be able to explain how valence electrons can be used to predict bonds and molecule shape Performance Indicator: Students will be able to use the periodic table to determine the number of valence electrons Performance Indicator: Students will be able to draw Lewis dot structures Performance Indicator: Students will be able to draw Lewis dot structures with single, double, and triple covalent bonds. 2.6 Objective: Be able to predict the molecular geometry for simple molecules and use the information to determine the molecule s polarity. Page 6 of 24 - Chemistry Honors

7 2.6.1 Performance Indicator: Students will determine whether a molecule is exhibiting trigonal planar, linear, bent, pyramidal, or tetrahedral geometry Performance Indicator: Students will be able to determine if a molecule is polar or nonpolar by examining the molecule s shape. 2.7 Objective: Understand how ionization energy and electro negativity relate to bond formation Performance Indicator: Students will be able to predict which atom the electrons are closest to in a bond as determined by electronegativity values Performance Indicator: Students will be able to explain why nonmetals have higher ionization energies than metals Performance Indicator: Students will be able to explain which elements are more likely to lose or gain electrons in the process of forming an ionic bond. 2.8 Objective: Learn how to identify solids and liquids held together by Van der Waals forces or hydrogen bonding and relate these forces to boiling and melting point temperatures Performance Indicator: Students will be able to define Van der Waals forces and hydrogen bonding Performance Indicator: Students will be able to explain that molecules exhibiting more intermolecular forces (such as hydrogen bonding and Van der Waals) will have higher boiling and melting temperatures Performance Indicator: Students will be able to explain that the strongest intermolecular forces exist between polar molecules Performance Indicator: Given a series of molecular and ionic compounds, students will be able to identify those with the highest boiling points. Standard 3 (Conservation of Matter and Stoichiometry) Students will understand that the conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. 3.1 Objective: Be able to describe chemical reactions by writing balanced equations Performance Indicator: Students will be able to write chemical formulas using the stock method. Page 7 of 24 - Chemistry Honors

8 3.1.2 Performance Indicator: Students will be able to identify reactants and products Performance Indicator: Students will be able to balance chemical equations using coefficients Performance Indicator: Students will be able to write balanced chemical equations, including all proper symbols, given word equations. 3.2 Objective: Be able to predict the products of a reaction given the reactants Performance Indicator: Students will define synthesis, decomposition, combustion, single and double replacement reactions Performance Indicator: Students will be able to label given reactions as synthesis, decomposition, combustion, single and double replacement reactions Performance Indicator: Using solubility tables and selected ion charts, students will be able to predict the products and the phases of the products for the given reactions. 3.3 Objective: Understand that 1 mole is set by defining one mole of carbon-12 atoms to have a mass of exactly 12 grams Performance Indicator: Students will be able to define a mole as the number of atoms in 12 grams of carbon Performance Indicator: Students will be able to define atomic mass of an element as the weighted average mass of one mole of its atoms based on the abundance of all its naturally occurring isotopes. 3.4 Objective: Be able to use one mole is equal to 6.02x Performance Indicator: Students will be able to explain Avogadro s importance in explaining the relationship between mass and the number of atoms. 3.5 Objective: Know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure Performance Indicator: Students will be able to calculate the molar mass of a given compound from the atomic masses of the constituent atoms of each element in the compound. Page 8 of 24 - Chemistry Honors

9 3.5.2 Performance Indicator: Students will be able to express molar mass in units of grams per mole Performance Indicator: Students will be able to convert the mass of a sample of a compound to moles and vice versa Performance Indicator: Students will be able to convert the number of particles in a sample of a compound to moles and to mass Performance Indicator: Students will be able to define one mole of any gas at standard conditions as 22.4 Liters Performance Indicator: Students will be able to calculate the number of moles of an ideal or a nearly ideal gas at standard conditions (0 o C and 1 atmosphere) given the volume of gas, and vice versa Performance Indicator: Students will be able to calculate percentage by mass of elements given compound formulas from formula masses and atomic mass. 3.6 Objective: Be able to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses Performance Indicator: Students will be able to explain the Law of Conservation of Mass Performance Indicator: Students will be able to use balanced chemical equations to calculate the mass of any product or reactant Performance Indicator: Students will be able to define coefficients in a balanced equation as moles, not masses. 3.7 Objective: Be able to calculate percent yield in a chemical reaction knowing the limiting reactant Performance Indicator: Students will be able to describe a method for determining which of the 2 reactants is a limiting reactant Performance Indicator: Students will be able to distinguish between theoretical yield, actual yield, and percent yield Performance Indicator: Students will be able to demonstrate by completing problems that they can calculate the percent yield, given the actual yield and quantity of a reactant. Page 9 of 24 - Chemistry Honors

10 3.8 Objective: Learn how to identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions Performance Indicator: Students will develop an understanding of oxidation states and be able to use that information to understand oxidation-reduction reactions Performance Indicator: Students will be able to assign oxidation (numbers) states for each element in a molecule Performance Indicator: Students will be able to explain that oxidationreduction reactions involve a transfer of electrons Performance Indicator: Students will be able to write the two half-reactions (the oxidation reaction and the reduction reaction) to determine the overall reaction for an oxidation-reduction reaction (Redox reaction) Performance Indicator: Students will be able to write balanced equations for redox reactions. Standard 4 (Gases and their Properties) Students will be able to use kinetic molecular theory to describe the motion of atoms and molecules and explain the properties of gases. 4.1 Objective: Be able to explain that the random motion of molecules and their collisions with a surface create the observable pressure on that surface Performance Indicator: Student will be able to use properties of liquids and gases to explain molecular movement and fluidity for both gases and liquids Performance Indicator: Students will be able to define pressure Performance Indicator: Students will be able to explain the differences in air pressure and water pressure due to the differences in density. 4.2 Objective: Be able to explain how the random motion of molecules results in the diffusion of gases Performance Indicator: Students will be able to explain diffusion as a result of molecular motion Performance Indicator: Students will be able to mathematically determine the ratio of diffusion rates for two different gases (Graham s Law). Page 10 of 24 - Chemistry Honors

11 4.3 Objective: Be able to apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of gases Performance Indicator: Students will be able to perform calculations that apply Boyle s law, Charles law, and Gay-Lussac s law Performance Indicator: Students will be able to perform calculations using the combined gas law. 4.4 Objective: Be able to define the values of standard temperature and pressure (STP) Performance Indicator: Students will be able to define the value and meaning of standard temperature and pressure (STP) as 0 o C and 1 atmosphere Performance Indicator: Students will be able to solve problems given STP as one set of measurements and varied measurements for the same gas. 4.5 Objective: Know how to convert between the Celsius and Kelvin temperature scales Performance Indicator: Students will be able to convert temperatures in Celsius to Kelvin and vice versa. 4.6 Objective: Be able to explain that there is no temperature lower than 0 Kelvin Performance Indicator: Students will be able to explain absolute zero as the theoretically lowest possible temperature; absolute zero is theoretically known as the temperature at which all particle motion stops. 4.7 Objective: Be able to solve problems using the ideal gas law (PV=nRT) where P is pressure, V is volume, n=number of moles, R= ideal gas constant, and T=Kelvin temperature Performance Indicator: Students will be able to use the formula to solve for one of the four variables given the other three and the value of R. 4.8 Objective: Understand Dalton s Law of Partial Pressure as the total pressure is equal to the sum of all the individual gas pressures in the container Performance Indicator: Students will use Dalton s Law to calculate the partial pressure of a gas collected over water. They will then be able to use the pressure calculated to solve a problem using the combined gas law. Page 11 of 24 - Chemistry Honors

12 4.9 Objective: Be able to explain that the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its molecules or atoms Performance Indicator: Students will be able to apply their knowledge of the kinetic theory of gases to a discussion relating a gases temperature and the energy of its atoms Performance Indicator: Students will understand that the higher the temperature of a system, the faster the molecules of gas are moving. Standard 5 (Acids and Bases) Students will understand that acids, bases and salts are three classes of compounds that form ions in water solutions. 5.1 Objective: Know the observable properties of acids, base and salt solutions Performance Indicator: Students will define acids, bases and salts Performance Indicator: Students will be able to list five general properties of aqueous acids and bases Performance Indicator: Students will be able to give examples of common acids and bases and their uses Performance Indicator: Students will be able to name common binary acids and oxyacids, given their chemical formula. 5.2 Objective: Understand the definition of Arrhenius Acids and Bases, as hydrogen ion donors and acceptors, respectively Performance Indicator: Students will be able to define an Arrhenius acid and base Performance Indicator: Students will be able to explain aqueous solutions of acids and bases. 5.3 Objective: Be able to explain that strong acids and bases fully dissociate and weak acids and bases partially dissociate Performance Indicator: Students will be able to write dissociation equations for acids and bases Performance Indicator: Students will be able to compare and contrast strong acids and bases with weak acids and bases. 5.4 Objective: Understand Bronsted-Lowry acids and bases. Page 12 of 24 - Chemistry Honors

13 5.4.1 Performance Indicator: Students will be able to explain that a Bronsted- Lowry acid is a proton donor and a base is a proton acceptor Performance Indicator: Students will be able to recognize Bronsted-Lowry acids and bases in an acid-base equation Performance Indicator: Students will be able to define and relate conjugate acid-base pairs Performance Indicator: Students will be able to explain why the conjugate base of a strong acid is a weak base and why the conjugate acid of a strong base is a weak acid. 5.5 Objective: Understand how to use the ph scale to characterize acid and base solutions Performance Indicator: Students will be able to explain the ph scale, specifically, that strong acids have ph closer to -0- and strong bases have ph closer to Performance Indicator: Students will have practice determining the ph s of various solutions using ph paper Performance Indicator: Students will observe the reactions of various acid and base indicators Performance Indicator: Students will be able to explain that ph is a negative logarithm of the hydrogen ion concentration Performance Indicator: Students will be able to explain a neutralization reaction. They will be able to write chemical equations for neutralization reactions and predict the final ph. 5.6 Objective: Be able to calculate ph from the hydrogen ion concentration Performance Indicator: Given the hydrogen ion concentration, students will use the logarithmic scale to calculate the ph Performance Indicator: Students will be able to calculate the hydronium (H 3 O + ) ion and hydroxide (OH - ) concentration, given the molarity of the substance Performance Indicator: Given ph, students will be able to calculate the hydronium ion and hydroxide ion concentration. Page 13 of 24 - Chemistry Honors

14 5.6.4 Performance Indicator: Given the concentration of a weak acid, students will be able to calculate they hydronium ion concentration and ph. 5.7 Objective: Be able to explain that buffers stabilize the ph in acid base reactions Performance Indicator: Students will be able to explain a buffered solution as one that can resist changes in ph Performance Indicator: Students will be able to explain how buffered and nonbuffered solutions react to the addition of an acid Performance Indicator: Students will conduct an experiment to observe the effects of adding an acid to a buffered solution. Standard 6 (Solutions) Students will understand solutions are homogeneous mixtures of two or more substances. 6.1 Objective: Be able to define solutes and solvents Performance Indicator: Students will be able to explain that solutes are the substances that are dissolving and that a solvent is the substance doing the dissolving Performance Indicator: Students will be able to distinguish between heterogeneous and homogeneous mixtures. 6.2 Objective: Learn how to describe the dissolving process of solutes as a result of random molecular motion Performance Indicator: Students will be able to list and explain the factors that affect the rate at which a solid solute dissolves in a liquid solvent, such as agitating the solution, increasing the surface and increasing the temperature Performance Indicator: Students will realize that increasing the pressure does not increase the solubility of liquids or solids but that it does affect the solubility of gases; an increase in pressure increases the solubility of a gas according to Henry s law Performance Indicator: Students will be able to explain the differences and similarities between an unsaturated solution, saturated and supersaturated solution Performance Indicator: Students will be able to define solution equilibrium as the physical state in which the opposing processes of dissolution and crystallization of a solute occur at equal rates. Page 14 of 24 - Chemistry Honors

15 6.3 Objective: Learn how to calculate the concentration of a solute in terms of grams per liter, molarity, parts per million, and percent composition Performance Indicator: Students will be able to define molarity (M) as the number of moles of solute in one liter of solution Performance Indicator: Students will be able to use the formula Molarity=amount of solute (moles)/volume of solution (L) to calculate any one of the three variables in the equation Performance Indicator: Students will be able to calculate grams per liter of solute given the moles per liter Performance Indicator: Students will be able to calculate solution concentration in parts per million Performance Indicator: Students will be able to calculate the percent composition of a solution. 6.4 Objective: Be able to calculate the molality of a solution, knowing that molality is the concentration of a solution expressed in moles of solute per kilogram of solvent using the formula of molality=moles solute/kg of solvent Performance Indicator: Students will be able to compare and contrast molarity and molality 6.5 Objective: Be able to explain the concentration of a solute in a solution and the depression of its freezing point or elevation of its boiling point Performance Indicator: Students will explain why the addition of antifreeze prevents damage to a cars engine in extreme weather conditions Performance Indicator: Students will be able to calculate the boiling point elevation using T b = K b m where T b is the boiling point elevation, K b is the molal boiling point constant, and m is the molal concentration Performance Indicator: Using the formula T b = K b m, students will be able to calculate the molecular mass of a solute Performance Indicator: Using the formula T f =K f m, students will be able to calculate the freezing point depression of a solution knowing the molality of a solution. They will also be able to calculate the molecular mass with the same equation. Page 15 of 24 - Chemistry Honors

16 6.6 Objective: Learn how molecules in a solution are separated or purified by the methods of chromatography and distillation Performance Indicator: Students will be able to explain the process of distillation Performance Indicator: Students will use distillation to separate substances in a solution Performance Indicator: Students will use the process of chromatography to separate ink into the different colors that comprise it. Standard 7 (Chemical Thermodynamics) Students will understand chemical thermodynamics and that energy is exchanged or transformed in all chemical reactions and physical changes of matter. 7.1 Objective: Learn how to describe temperature and heat flow in terms of the motion of molecules or atoms Performance Indicator: Students will define temperature as a measure of the average kinetic energy of the particles in matter Performance Indicator: Students will define joule as the SI unit of heat energy. They will also know that since joule is a small unit, science uses kilojoule in most calculations and measurements. 7.2 Objective: Understand exothermic and endothermic reactions as reactions that release heat or absorb thermal energy, respectively Performance Indicator: Using potential energy diagrams, students should be able to label the reaction as endothermic or exothermic Performance Indicator: Students, through lab or demonstration will observe that exothermic reactions typically warm up and endothermic reactions typically become colder. 7.3 Objective: Be able to perform specific heat calculations Performance Indicator: Students will define specific heat (c) as the amount of heat energy required to raise the temperature of one gram of substance by one Celsius degree Performance Indicator: Students will be able to use the specific heat formula, Cp = q / m T where (Cp) is the specific heat under constant pressure, (q) is heat lost or gained, (m) is the mass of the sample and ( T) is the change in temperature. Page 16 of 24 - Chemistry Honors

17 7.4 Objective: Be able to explain that condensing or freezing is the result of material releasing energy while evaporation and melting are a result of the material absorbing energy Performance Indicator: Students will be able to use a phase diagram to explain condensing or freezing as the result of material releasing energy, while evaporating and melting are the result of the material absorbing energy. 7.5 Objective: Be able to apply Hess s law to calculate enthalpy change in a reaction Performance Indicator: Students will be able to define Hess s law as the overall enthalpy change in a reaction which is equally to the sum of enthalpy changes for the individual steps in the process Performance Indicator: Students will be able to calculate enthalpy changes in a reaction using Hess s law: ( H = H products H reactants ). 7.6 Objective: Be able to use the Gibbs free energy equiation to determine whether a reaction would be spontaneous Performance Indicator: Students will define spontaneous reactions Performance Indicator: Students will define free energy change ( G) of a system as the difference between the change in enthalpy, ( H), and the product of the Kelvin temperature and the entropy change, (T S) Performance Indicator: Students will use the Gibbs free energy equation ( G= H-T S) to predict the direction of the reaction. Standard 8 (Reaction Rates) Students will understand that chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules. 8.1 Objective: Be able to define the reaction rate as the change in concentration of reactants per unit time as the reaction proceeds Performance Indicator: Students will be able to define chemical kinetics as the area of chemistry concerned with reaction rates and reaction mechanisms Performance Indicator: Students will be able to explain the two conditions necessary for chemical reactions to occur, the collision frequency and the collision efficiency. Page 17 of 24 - Chemistry Honors

18 8.2 Objective: Be able to explain the five important factors that influence the rate in a chemical reaction, nature of reactants, surface area, temperature, concentration and the presence of catalysts Performance Indicator: Students will be able to explain that the rate of reaction depends on the nature of reactants and bonds involved Performance Indicator: Students will be able to explain that the surface area of the substances affects reaction rates. Generally, an increase in surface area increases the reaction rate for heterogeneous reactions Performance Indicator: Students will understand that an increase in temperature increases the average kinetic energy of the particles in a substance, resulting in a greater number of effective collisions, increasing the reaction rate Performance Indicator: Students will understand that in homogeneous reactions, reaction rates depend on the concentration of reactants due to the potential increase in the number of collisions. They would also understand that decreasing concentration would have an opposite effect Performance Indicator: Students will be able to define a catalyst as a substance that changes the rate of a chemical reaction without itself being permanently consumed Performance Indicator: Students will understand that catalysts increase reaction rate by lowering the activation energy for a reaction Performance Indicator: Students will be able to explain the difference between a heterogeneous and homogeneous catalyst. 8.3 Objective: Know the definition and role of activation energy in a chemical reaction Performance Indicator: Students will be able to use a potential energy diagram to label and compare activation energy for catalyzed versus uncatalyzed reactions Performance Indicator: Students will be able to define activation energy as the minimum energy required to transform the reactants into an activated complex. Standard 9 (Chemical Equilibrium) Students will understand that chemical equilibrium is a dynamic process occurring at the molecular level. Page 18 of 24 - Chemistry Honors

19 9.1 Objective: Be able to use Le Chatelier s Principle to predict the effect of changes in concentration, temperature, and pressure Performance Indicator: Students will define equilibrium as a dynamic condition in which two opposing changes occur at equal rates in a closed system. 9.2 Objective: Be able to determine when equilibrium is established when forward and reverse reaction rates have become equal Performance Indicator: Students will be able to identify the shift in equilibrium (toward the reactant or product) based on changes in concentration, temperature, and pressure. 9.3 Objective: Be able to write and calculate an equilibrium constant express for a reaction as K eq =[C][D]/[A][B] in the reaction A+B C+D Performance Indicator: Students will be able to define solubility products and explain what is meant by solubility product expressions Performance Indicator: Students will be able to calculate solubilities using solubility product constants. Standard 10 (Organic Chemistry and Biochemistry) Students will understand carbon based (organic) chemistry and how the characteristics of carbon provide the biochemical basis of life Objective: Understand that large molecules (polymers) such as proteins, nucleic acids and starches are formed by repetitive combinations of simple sub units Performance Indicator: Students will be able to recognize various structures such as proteins, nucleic acids or starches Performance Indicator: Students will be able to identify the building blocks of proteins as amino acids Objective: Be able to explain the bonding characteristics of carbon in the formation of simple hydrocarbons into polymers Performance Indicator: Students will be able to explain how the structure and bonding of carbon lead to the diversity and number of organic compounds Performance Indicator: Students will be able to define and recognize isomers. Page 19 of 24 - Chemistry Honors

20 Performance Indicator: Students will be able to define hydrocarbons as the simplest organic compounds, composed of only carbon and hydrogen Performance Indicator: Students will be able to explain the differences between saturated and unsaturated hydrocarbons Objective: Be able to recognize and name ten hydrocarbons with single bonds, some with double and triple bonds and the simple molecules with benzene rings Performance Indicator: Students will be able to define alkanes and cycloalkanes and draw their structures Performance Indicator: Students will learn the systematic names of alkanes and the nomenclature for branched chair alkanes Performance Indicator: Students will be able to define alkenes and alkynes Performance Indicator: Students will be able to name alkenes and alkynes following rules for nomenclature 10.4 Objective: Be able to identify the functional groups that form the bases of alcohols, ketones, ethers, amines, esters, aldehydes and organic acids Performance Indicator: Students will be able to define functional groups and explain why they are important Performance Indicator: Students will be able to define alcohols as organic compounds that contain one or more hydroxyl group. They will also be able to name alcohols based on IUPAC nomenclature Performance Indicator: Students will be able to define alkyl halides as organic compounds in which one or more halogen atom is substituted for one or more hydrogen atoms in a hydrocarbon. They will also be able to name organic halides based on IUPAC nomenclature Performance Indicator: Students will be able to define ethers and know some of their uses. They will also be able to name organic ethers based on IUPAC nomenclature Performance Indicator: Students will be able to define aldehydes and ketones in addition to knowing some of their uses. They will also be able to name organic aldehydes and ketones based on IUPAC nomenclature. Page 20 of 24 - Chemistry Honors

21 Performance Indicator: Students will be able to define carboxylic acids and know some of their uses. They will also be able to name organic carboxylic acids based on IUPAC nomenclature Performance Indicator: Students will be able to define esters and know some of their uses. They will also be able to name organic esters based on IUPAC nomenclature Performance Indicator: Students will be able to define amines and know some of their uses. They will also be able to name organic amines based on IUPAC nomenclature. Standard 11 (Nuclear Processes) Students will understand nuclear processes are those in which an atomic nucleus changes. They will understand that nuclear processes include the radioactive decay of naturally occurring and manmade isotopes and nuclear fission and fusion processes Objective: Be able to explain the force of attraction holding protons and electrons together in the nucleus Performance Indicator: Students will understand the terminology of nuclear chemistry; that an atom is referred to as a nuclide and protons and neutrons are referred to as nucleons Performance Indicator: Students will be able to explain the relationship between nucleon number and stability of nuclei Objective: Be able to explain that energy can be liberated by either nuclear fusion or fission and can be related to Einstein s equation E=mc ² Performance Indicator: Students will be able to define fusion and fission and chain reactions Performance Indicator: Students will explain how a fission reaction is used to generate power Performance Indicator: Students will discuss the possible benefits and current difficulty of controlling fusion reactions Objective: Understand that many naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions Performance Indicator: Students will be able to define radioactive decay. Page 21 of 24 - Chemistry Honors

22 Performance Indicator: Students will be able to explain that unstable nuclei spontaneously undergo changes in the number of protons and neutrons to increase their stability in a nuclear reaction Objective: Be able to list and explain the three most common forms of radioactive decay (alpha, beta, and gamma) and how the nucleus changes in each type of decay Performance Indicator: Students will be able to explain an alpha particle as two protons and two neutrons bound together and are emitted from the nucleus during radioactive decay Performance Indicator: Students will be able to explain beta emission as the emission of a beta particle from the nucleus. A beta particle would be defined as an electron emitted from the nucleus during radioactive decay Performance Indicator: Students will be able to explain positron emission and electron capture Performance Indicator: Students will be able to explain gamma rays as high energy electromagnetic waves emitted from a nucleus as it changes from an excited state to a ground energy state Performance Indicator: Students will be able to write and balance nuclear equations that involve alpha, beta, gamma decay, positron emission, and electron capture Objective: Be able to explain that alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations Performance Indicators: Students will be able to compare the penetrative powers of alpha, beta, and gamma radiation Performance Indicators: Students will be able to explain the different amounts and type of damage that occurs to matter when exposed to alpha, beta, and gamma radiation Objective: Be able to calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed Performance Indicator: Students will understand that no two radioactive isotopes decay at the same rate Performance Indicator: Students will be able to solve problems given the original mass of the isotope, the half life of the isotope, and the time elapsed. Page 22 of 24 - Chemistry Honors

23 Investigation and Experimentation Objective: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. 1.a Performance Indicator: Students will be able to select and use appropriate tools and technology (such as computer linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships and display data. 1.b Performance Indicator: Students will be able to identify and communicate sources of unavoidable experimental error. 1.c Performance Indicator: Students will be able to identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1.d Performance Indicator: Students will be able to formulate explanations by using logic and evidence. 1.e Performance Indicator: Students will be able to solve scientific problems by using equations and simple trigonometric, exponential, logarithmic functions. 1.f Performance Indicator: Students will be able to distinguish between hypothesis and theory as scientific terms. 1.g Performance Indicator: Students will be able to recognize the usefulness and limitations of models and theories as scientific representations of reality.\ 1.h Performance Indicator: Students will be able to read and interpret topographic and geologic maps. 1.i Performance Indicator: Students will be able to analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). 1.j Performance Indicator: Students will be able to recognize the issues of statistical variability and the need for controlled tests. 1.k Performance Indicator: Students will be able to recognize the cumulative nature of scientific evidence. 1.l Performance Indicator: Students will be able to analyze situations and solve problems that require combining and applying concepts from more than one area of science. Page 23 of 24 - Chemistry Honors

24 1.m Performance Indicator: Students will be able to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include, but are not limited to, irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. 1.n Performance Indicator: Students will be able to determine when an observation does not agree with an accepted scientific theory, if the observation is mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects), and if the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). Page 24 of 24 - Chemistry Honors