Jefferson City Public Schools High School Curriculum

Transcription

1 Jefferson City Public Schools High School Curriculum SUBJECT: Grade COURSE: Chemistry/Chemistry (Medical) STRAND: Objectives Assessment/Evaluation Instructional Activities (A1) Unit 1: Atomic Models Concept: Changes in properties and states of matter provide evidence of the atomic theory of matter 1. Define chemistry 2. List advantages and disadvantages of chemicals to our lives (SC8.3.D) 3. Distinguish between pure and applied science 4. Define an atom and give the name of the scientist who first named the atom 5. Summarize Dalton s atomic theory (SC8.2.A,B) 6. Distinguish between protons electrons neutrons in terms of their: symbols relative masses charges scientific discoverer 7. Discuss Rutherford s experiment and contributions in the development of the structure of an atom (SC1.1.Ea; SC1.2.E; SC82.A,B) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Rutherford s Scattering Activity: Reason inductively to infer the basic structure of an atom Labs: Estimating Molecular Size: Collect data to determine the size of a molecule (continued to A2) Page 1 Grade Chemistry/Chemistry (Medical)

2 (A2) (continued from A1) 8. Distinguish between a direct observation and an inference 9. Locate the: atomic number mass number atomic mass on a periodic table 10. Use the atomic number and mass number of an element to find the number of: protons electrons neutrons (SC1.1.Eb,c) 11. Draw simple atoms, including the location of the: protons electrons neutrons with respect to the nucleus 12. Define an atomic mass unit 13. State how isotopes of an atom differ and interpret the symbols of isotopes (SC1.1.Eb) 14. Differentiate between the three major isotopes of hydrogen (continued to A3) Page 2 Grade Chemistry/Chemistry (Medical)

3 (A3) (continued from A2) 15. Use the concept of isotopes to explain why the atomic masses of elements are not whole numbers 16. Calculate the average atomic mass of an element from isotope data 17. Estimate the size of a molecule using data collected from experimental methods Performance: 1.6, 3.5 Knowledge: (SC) 1,8 SCCLE: See Above NETS: N/A DOK: 2 Page 3 Grade Chemistry/Chemistry (Medical)

4 (B1) Unit 2: Electron Arrangement Concept: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time 1. Describe the contributions that Thomson Rutherford Bohr made to the development of the atomic theory (SC8.2.A,B; SC8.3.B) 2. Describe the quantum mechanical model of the atom (SC8.2.A,B) 3. Identify and explain what is meant by the four quantum numbers 4. Describe the general shape of s, p, and d orbitals 5. Distinguish between energy: level sublevel orbital 6. Use the formula 2n2 to predict the maximum number of electrons that may fit in a particular energy level The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Flame Test: Identify an unknown metal cation based on the flame color Lab: Atomic Spectra: Observe the uniqueness of the atomic spectra of gaseous elements (continued to B2) Page 4 Grade Chemistry/Chemistry (Medical)

5 (B2) (continued from B1) 7. Distinguish between excited and ground state atoms 8. Explain the significance of quantized energies of electrons 9. Explain how to perform a flame test and its purpose 10. Distinguish between: chemiluminescence incandescence bioluminescence 11. Use the: Aufbau principle Pauli Exclusion principle Hund s rule to write electron configurations and orbital notations for elements 12. Explain why the electron configurations of chromium and copper differ from those assigned using the Aufbau diagram 13. Define electromagnetic radiation, and in particular, the visible spectrum (SC1.2.Ab-d,C) 14. Use atomic emission spectra to identify elements Performance: 1.6, 1.10, 3.5 Knowledge: (SC) 1,8 SCCLE: See Above NETS: 4c DOK: 2 Page 5 Grade Chemistry/Chemistry (Medical)

6 (C1) Unit 3: Periodic Table and Trends Concept: The Periodic Table organizes the elements according to their atomic structure and chemical reactivity 1. List uses of the periodic table to chemists 2. Explain the origin of the periodic table 3. State the periodic law (SC1.1.Fa) 4. Distinguish between periods/rows and groups/families on the periodic table (SC1.1.Fa) 5. Determine the number of outer valence electrons in Groups IA-VIIIA (SC1.1.Fc) 6. Recognize the demarcation of the periodic table into a(n): s block d block p block f block 7. Identify an element as a(n): alkali metal alkaline earth metal halogen noble gas transition metal inner transition metal representative element (continued to C2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Metals, Nonmetals, Metalloids: Classify an element based upon its physical and chemical properties Lab: Chlorine Compounds: Recognize that elements are the main building blocks of all compounds Poster on Elements: Investigate the various properties of a specific element Page 6 Grade Chemistry/Chemistry (Medical)

7 (C2) (continued from C1) 8. Distinguish between the Lanthanide and Actinide Series in the f block 9. Identify an element on the periodic table as a being a: solid liquid gas 10. Distinguish between the: metals nonmetals metalloids on the periodic table (SC1.1.Ab,d; SC1.1.Fb) 11. Write long or short-hand electron configurations of elements using the periodic table as a guide 12. Describe how the atomic radii vary within a group and within a period of the periodic table 13. Tell how the ionization energies vary within a group and within a period of the periodic table 14. Describe how the ionic sizes change within a group and within a period of the periodic table 15. Tell how electronegativities change within a group and within a period of the periodic table (continued to C3) Page 7 Grade Chemistry/Chemistry (Medical)

8 (C3) (continued from C2) 16. Explain how the shielding effect influences periodic trends 17. List some uses and characteristics of the elements in any group of representative elements Performance: 1.4, 1.6, 1.10, 3.5 Knowledge: (SC) 1 SCCLE: See Above NETS: N/A DOK: 3 Page 8 Grade Chemistry/Chemistry (Medical)

9 (D1) Unit 4: Ionic Bonding Concept: Objects, and the materials they are made of, have properties that can be used to describe and classify them Concept: Chemical bonding is the combining of different pure substances to form new substances with different properties 1. Recognize symbols and/or names of common elements 2. Use the periodic table to find the number of valence electrons in an atom 3. Draw electron dot formulas of the representative elements 4. State the octet rule 5. State the importance of the noble- gas electron configuration and the pseudo noble-gas electron configuration in the formation of ions 6. Describe the formation of a cation from an atom of a metallic element (SC1.1.Ha) 7. Describe the formation of an anion from an atom of a nonmetallic element (SC1.1.Ha) 8. Explain how ions of different elements may be isoelectronic to each other 9. Recognize a compound as having ionic bonds (SC1.1.Fc) (continued to D2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Computer Lab: Formulas and Nomenclature: Name ionic compounds and write formulas Page 9 Grade Chemistry/Chemistry (Medical)

10 (D2) (continued from D1) 10. Identify characteristics of ionic compounds (SC1.1.Hc) 11. Explain the electrical conductivity of melted and of aqueous solutions of ionic compounds 12. Distinguish between elements and compounds (SC1.1.Ac) 13. Use the periodic table to determine the charge on ions of the representative groups 14. Draw electron dot diagrams for ionic compounds 15. Distinguish between a polyatomic ion and monatomic ion 16. Write the chemical formula of an ionic compound, either binary or ternary, when given the name of the compound 17. Explain why a systematic method of naming chemical compounds is necessary 18. Name an ionic compound, either binary or ternary, when given the formula of the compound 19. Name and write the formulas of acids Performance: 1.6 Knowledge: (SC) 1 SCCLE: See Above NETS: 1a,c DOK: 2 Page 10 Grade Chemistry/Chemistry (Medical)

11 (E1) Unit 5: Covalent & Metallic Bonding Concept: Objects, and the materials they are made of, have properties that can be used to describe and classify them Concept: Chemical bonding is the combining of different pure substances to form new substances with different properties 1. Describe the formation of a covalent bond between two nonmetallic elements (SC1.1.Fc,Hc) 2. Describe bonds: single double triple 3. Draw electron dot formulas and structural formulas for simple covalent molecules containing: single double triple bonds and identify lone pairs of electrons 4. Explain the formation of a coordinate covalent bond 5. Define resonance (continued to E2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Fruit Loop Activity: Use manipulatives to illustrate a covalent bond VSEPR Activity: Use models to explore the 3D shape of molecules Day of Writing: Differentiate between ionic, covalent and metallic bonding Page 11 Grade Chemistry/Chemistry (Medical)

12 (E2) (continued from E1) 6. Show why some molecules which are exceptions to the octet rule may be paramagnetic 7. Use the VESPR theory to describe the shapes of simple covalently bonded molecules 8. Use electronegativity values to determine whether a bond is: nonpolar covalent polar covalent ionic (SC1.1.Fc) 9. Assign and charges to dipolar molecules 10. Use the symmetry of polar molecules to determine the overall polarity of the molecule 11. Calculate bond dissociation energy 12. Name and describe the weak attractive forces that hold molecules together 13. Identify the characteristics of molecular substances 14. Name a binary molecular compound when given the formula of a compound 15. Write the chemical formula of a binary molecular compound when given the name of the compound (continued to E3) Page 12 Grade Chemistry/Chemistry (Medical)

13 (E3) (continued from E2) 16. List the properties of: metals nonmetals metalloids 17. Use the theory of metallic bonds to explain the physical properties of metals (SC1.1.Hc) Performance: 1.6, 2.2 Knowledge: (SC) 1 SCCLE: See Above NETS: 1c DOK: 3 Page 13 Grade Chemistry/Chemistry (Medical)

14 (F1) Unit 6: Chemical Equations & Reaction Rates Concept: Mass is conserved during any physical or chemical change Concept: Properties of objects and states of matter can change chemically and/or physically 1. Classify changes in matter as physical or chemical changes (SC1.1.Ga) 2. Identify the reactants and products in a chemical equation 3. Use appropriate symbols when writing an equation to accurately describe the chemical reaction 4. Write a balanced chemical equation when given the names or formulas of all the reactants and products in a chemical reaction (SC1.1.Ib) 5. Identify indicators of a chemical reaction 6. Classify a reaction as: combination decomposition single-replacement double-replacement combustion (SC1.1.Hd) (continued to F2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Activity Series of Metals: Use data collected to create an activity series of metals Page 14 Grade Chemistry/Chemistry (Medical)

15 (F2) (continued from F1) 7. Predict the products of simple combination and decomposition reactions (SC1.1.Hd) 8. Use the activity series of metals to predict the products of single- replacement reactions (SC1.1.Hd) 9. Write the products of the double-replacement reaction between two ionic compounds (SC1.1.Hd) 10. Write the products for complete and incomplete combustion reactions (SC1.1.Hd) 11. Relate the ideas of activation energy and activated complex to the rate of reaction 12. Use the collision theory to explain how the rate of a chemical reaction is influenced by the nature of the: reactant temperature concentration panicle size of reactants catalysts (SC1.1.Hb) 13. Given a potential energy diagram for a reaction, discuss the reaction mechanism for the reaction Performance: 1.6, 3.5 Knowledge: (SC) 1 SCCLE: See Above NETS: N/A DOK: 4 Page 15 Grade Chemistry/Chemistry (Medical)

16 (G1) Unit 7: Measurement and the Mole Concept: Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations 1. Differentiate between qualitative and quantitative measurements (SC7.1.B) 2. Differentiate between accuracy and precision and calculate accuracy 3. Determine the number of significant figures in a measurement 4. Express answers to mathematical problems to the correct number of significant figures 5. Correctly read: balances thermometers rulers graduated cylinders to their maximum precision (SC7.1.B) 6. Correctly identify metric prefixes: kilo- deci- centi- milli- microand their appropriate powers of 10 and convert from one unit to another (continue to G2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Percentage Copper in Penny: Use data collected to calculate the percentage of copper in a penny Lab: Determination of an Empirical Formula: Use data collected to determine an empirical formula Lab: The Mole: Use data collected to determine the identity of an unknown element Page 16 Grade Chemistry/Chemistry (Medical)

17 (G2) (continue from G1) 7. Solve problems involving density (SC1.1.Aa) 8. Name the basic SI unit for measuring the amount of a substance 9. Describe how Avogadro s number is related to a mole of any substance 10. Identify the representative particle of elements and compounds 11. Calculate the molar mass of one mole of any substance 12. Use the factor-label method to make: mole-volume mole-representative particle mole-mass conversions 13. Use the factor-label method to convert among measurements of: mass volume number of particles 14. Calculate the molar mass of a gas from density measurements of gases at STP 15. Calculate the percentage composition of a substance from its chemical formula or experimental data (continued to G3) Page 17 Grade Chemistry/Chemistry (Medical)

18 (G3) (continued from G2) 16. Derive empirical and molecula formulas from appropriate experimental data Performance: 1.8, 3.5 Knowledge: (SC) 1,7 SCCLE: See Above NETS: 4c DOK: 2 Page 18 Grade Chemistry/Chemistry (Medical)

19 (H1) Unit 8: Stoichiometry and Heat Transfer Concept: Mass is conserved during any chemical or physical change Concept: Forms of energy have a source, a means of transfer, and a receiver Concept: Chemical reactions involve changes in the bonding of atoms with the release or absorption of energy 1. Perform stoichiometric calculations with balanced equations using: moles mass representative particles volumes of gases (at STP) (SC1.1.Ia) 2. Identify the limiting reactant in a reaction 3. Knowing the limiting reactant in a reaction, calculate the maximum amount of product(s) produced and the amount of any unreacted excess reactant The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Percentage Yield: Use data collected to determine the percentage yield Lab: Calorimetry & Specific Heat: Use the concept of heat transfer to calculate specific heat (continued to H2) Page 19 Grade Chemistry/Chemistry (Medical)

20 (H2) (continued from H1) 4. Given information from which any two of the following may be determined, calculate the third: theoretical yield actual yield percentage yield 5. Classify reactions as exothermic or endothermic (SC1.2.D) 6. Differentiate among heat and temperature 7. Convert temperature measurements between the Celsius and Kelvin scales 8. Solve problems involving heat transfer (SC1.2.Aa) Performance: 1.8, 3.5 Knowledge: (SC) 1 SCCLE: See Above NETS: 3d, 4c, 6a DOK: 3 Page 20 Grade Chemistry/Chemistry (Medical)

21 (I1) Unit 9: States of Matter and the Gas Laws Concept: Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter 1. Name and characterize the three states of matter (SC1.1.D) 2. List three basic assumptions of the kinetic theory of gases (SC1.1.D) 3. Relate temperature to the average kinetic energy of the particles in a substance (SC1.1.Da; SC1.2.Aa) 4. Use the kinetic theory of gases to explain gas pressure and atmospheric pressure 5. Convert between units of pressure of atm. and mm. Hg. 6. State the values of standard temperature and pressure (STP) 7. Distinguish between real and ideal gases 8. Use Dalton s law of partial pressures to calculate the total pressure of gases in a container 9. Process data and put in appropriate graphic form (SC1.1.Dc) 10. Use Boyle s law to account for pressure-volume changes in a gas (continued to I2) The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Boyle s Law: Discover the relationship between volume and pressure Lab: Charles Law: Discover the relationship between volume and temperature Page 21 Grade Chemistry/Chemistry (Medical)

22 (I2) (continued from I1) 11. Use Charles law to account for temperature volume changes in a gas (SC1.1.Db) 12. Use Gay-Lussac s law to account for temperature-pressure changes in a gas (SC1.1.Db,c) 13. Perform calculations involving the combined gas law 14. Perform calculations involving the ideal gas law 15. Use Graham s law of diffusion 16. Explain why a liquid has a vapor pressure, and why change in temperature causes a change in vapor pressure 17. Describe what happens at the boiling point of a liquid and the effects of pressure and temperature on boiling point 18. Distinguish between crystalline and amorphous solids 19. Identify energy changes and phase changes that matter can undergo buy using a phase diagram (SC1.1.Da) 20. Describe and give a practical use for sublimation Performance: 1.6, 1.8, 1.10 Knowledge: (SC) 1 SCCLE: See Above NETS: 3d, 4c, 6a DOK: 4 Page 22 Grade Chemistry/Chemistry (Medical)

23 (J1) Unit 10: Water and Aqueous Solutions Concept: Properties of mixtures depend upon the concentrations, properties, and interactions of particles 1. Describe the hydrogen-bonding that occurs in water on the basis of the structure of the polar water molecule 2. User the concept of hydrogen bonding to explain the following properties of water: high surface tension low vapor pressure high specific heat high heat of vaporization high boiling point 3. Explain the low density and high heat of fusion of ice 4. Define the terms: solution aqueous solution solute solvent and give examples of each The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Surface Tension Activity: Observe the properties of water and relate to hydrogen bonding Lab: Conductivity: Classify a substance as a strong, weak, or nonelectrolyte based on its conductivity (continued to J2) Page 23 Grade Chemistry/Chemistry (Medical)

24 (J2) (continued from J1) 5. Use the rule that like dissolves like to predict the solubility of one substance in another (SC1.1.Bc) 6. Describe the role of solvation in the dissolving process (SC1.1.Bc) 7. Define the term water of hydration and calculate the percent of water in a given hydrate 8. Distinguish among: strong electrolytes weak electrolytes nonelectrolytes Give examples 9. Describe the relationship between concentration of an aqueous electrolyte and conductivity 10. Write equations to show how substances ionize or dissociate in water 11. Give the characteristics of colloids and suspensions that distinguish them from solutions 12. Explain the role of emulsifying agents Performance: 1.6, 1.10, 3.5 Knowledge: (SC) 1 SCCLE: See Above NETS: 3d, 4c, 6a DOK: 2 Page 24 Grade Chemistry/Chemistry (Medical)

25 (K1) Unit 11: Solutions Concept: Properties of mixtures depend upon the concentrations, properties, and interactions of particles 1. List three factors that determine how fast a soluble substance dissolves (SC1.1.Bc) 2. Define solubility and interpret a solubility curve or table 3. Explain the difference between: saturated unsaturated supersaturated (SC1.1.Ba) 4. Use Henry s Law to solve gas solubility problems 5. Explain how chromatography can be used to separate mixtures 6. Use Beer s Law to find the concentration of an unknown solution 7. Calculate the molarity of a solution 8. Describe how to prepare dilute solutions from concentrated solutions of known molarity 9. Calculate the molality of a solution 10. Calculate freezing point depression and boiling point elevation of aqueous solutions The students will be assessed on the concepts taught using a variety of modalities: direct teacher observations class discussions effective questioning techniques emphasis on higher order critical thinking skills in-class guided practice homework assignments/independent practice quizzes review of main topics and key vocabulary spiral review common formative and summative assessment Mastery Level: 80% Lab: Chromatography: Use chromatography to separate a mixture Lab: Beer s Law: Discover the relationship between absorbance and concentration Lab: Iodine Clock Reaction: Discover the relationship between the rate of a reaction and concentration Lab: Preparing Molar Solutions: Apply previously learned concepts to prepare a solution of a given concentration (continued to K2) Page 25 Grade Chemistry/Chemistry (Medical)

26 (K2) (continued from K1) 11. Determine the molar mass of an unknown from experimental freezing point depressions or boiling point elevation measurements Performance: 1.6, 1.8, 1.10 Knowledge: (SC) 1 SCCLE: See Above NETS: 3d, 4c, 6a DOK: 4 Page 26 Grade Chemistry/Chemistry (Medical)