RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE HONORS CHEMISTRY

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1 RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE HONORS CHEMISTRY I. INTRODUCTION Honors Chemistry is the second-year course in the Honors science sequence, to be taken after successful completion of Honors Biology. While this is an introductory chemistry course, emphasis is placed on logical reasoning and deductive thinking skills in addition to content. Students will study the composition and structure of materials and the changes they undergo. Topics discussed include matter and energy, atomic structure and the Periodic Table, chemical bonds, symbols and formulas, chemical equations and reactions, phases of matter, gases, and solutions, acids and bases. Laboratory work is an integral part of this course, along with the mathematical application of principles. Emphasis is placed on the organization and interpretation of laboratory data. II. OBJECTIVES A. SKILLS The student will be able to: 1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 2. Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. 3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. 4. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 5. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 6. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 7. Reflect on and revise understandings as new evidence emerges. 8. Use data representations and new models to revise predictions and explanations.

2 9. Consider alternative theories to interpret and evaluate evidencebased arguments 10. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. 11. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 12. Demonstrate how to use scientific tools and instruments B E F B D A B F F.6 B. CONTENT The student will be able to: 1. Appreciate chemistry as a physical science and identify applications of chemistry in everyday life by: a. Defining chemistry. b. Listing the major areas of chemistry. c. Describing and employing the scientific method. 2. Compare matter and energy by: a. Explaining the difference between mass and weight. b. Listing some types of energy. c. Stating the laws of conservation of mass and energy. d. Explaining the gaseous, liquid and solid states in terms of particles. e. Distinguishing between physical and chemical properties of matter. f. Classifying changes in matter as physical or chemical. g. Distinguishing between exothermic and endothermic reactions. h. Differentiating between homogenous and heterogeneous matter, and a pure substance and a mixture. 3. Investigate the chemical elements by: a. Learning the common names and symbols for elements. b. Describing the arrangement of the Periodic Table. c. Differentiating between metals, nonmetals, and metalloids.

3 d. Explaining the role of Mendeleev in the development of the Periodic Table. e. Explaining how the Periodic Law can be used to predict the physical and chemical properties of elements. f. Describing the modern Periodic Table. g. Describing how the elements belonging to a group of the Periodic Table are related by atomic number. h. Relating the electrons in sublevels and the length of each period. i. Locating and naming the four blocks of the Periodic Table and the reasons for these names. 4. Measure and solve problems by: a. Naming SI and other common units of length, mass, time, volume, and density. b. Performing unit conversions using the factor-label method. c. Performing density calculations. d. Defining temperature and using its units of measure. e. Converting temperatures between Celsius and Kelvin scales. f. Defining heat and its units, and performing specific heat calculations. g. Distinguishing between accuracy and precision. h. Performing mathematical operations involving significant figures. i. Using scientific notation to write numbers and to perform arithmetic calculations. j. Solving quantitative problems. k. Solving and graphing directly and indirectly proportional relationships. 5. Investigate atoms, the building blocks of matter, by: a. Summarizing the five essential points of Dalton s atomic theory. b. Explaining the relationships between Dalton s atomic theory and the laws of conservation of matter and definite composition. c. Explaining the law of multiple proportions. d. Summarizing the observed properties of cathode rays that led to the discovery of the electron. e. Summarizing the experiment conducted by Rutherford that led to the discovery of the nucleus. f. Defining and describing the structure of atoms and isotopes.

4 g. Applying atomic number and mass number to isotopes and nuclides. h. Determining the number of protons, neutrons, and electrons in a nuclide. 6. Determine the arrangement of electrons in atoms by: a. Discussing the dual wave-particle nature of light. b. Explaining the mathematical relationship among the velocity, wavelength and frequency of electromagnetic radiation. c. Determining the significance of the line emission spectrum of hydrogen to the model of atomic structure. d. Describing the Bohr model of the hydrogen atom. e. Distinguishing between an orbit and an orbital. f. Describing the significance of the four quantum numbers. g. Explaining the configuration of the sublevels and orbitals per energy level of an atom. h. Discussing the significance of the spin quantum number. i. Stating the Aufbau Principle, Hund s Rule, and the Pauli Exclusion Principle. j. Describing the arrangement of electrons around the atoms of any element using various notations. k. Building the electron configuration for atoms of any element. l. Describing the Noble gas configuration. 7. Investigate types of chemical bonding by: a. Defining chemical bonds. b. Describing ionic and covalent bonds. c. Classifying bonds according to electronegativity differences. d. Explaining the relationships among potential energy, distance between approaching atoms, bond length and bond energy. e. Stating the octet rule. f. Listing and explaining the steps in Lewis structures. 8. Analyze chemical formulas by: a. Explaining the significance of a chemical formula. b. Determining the formula of an ionic compound between any two given ions. c. Explaining the two systems for distinguishing different ionic compounds.

5 d. Giving the formula for an ionic compound. e. Naming a binary molecular compound given its formula and vice versa. f. Listing the names and formulas of the common laboratory acids. g. Listing the rules for assigning oxidation numbers. h. Determining oxidation numbers for elements in formulas. i. Naming binary compounds using oxidation numbers and the Stock System. j. Calculating the formula mass or molar mass of any given compound. k. Giving the number of molecules, formula units, or ions in a given molar amount of a chemical compound. l. Calculating the percent composition of a given chemical compound. m. Defining simplest formula and explaining how the term applies to ionic and molecular compounds. n. Finding a simple formula from either percent or mass composition. o. Explaining the relationship between the simplest formula and the molecular formula of a given compound. p. Finding the molecular formula of a given compound. 9. Write and relate chemical equations and reactions by: a. Listing three requirements for a correctly written chemical equation. b. Translating chemical equations into sentences. c. Writing word equations and formula equations, given the description of a chemical reaction. d. Making determinations about chemical reactants and products of a chemical equation. e. Balancing a formula equation by inspection. f. Writing general equations for synthesis, decomposition, single-replacement, and double-replacement reactions. g. Classifying reactions as synthesis, decomposition, singlereplacement, double-replacement, or combustion. h. Predicting the products of simple reactions. i. Explaining the significance of an activity series. j. Listing generalizations based on the activity series that apply to single-replacement or synthesis reactions. k. Predicting whether or not a given reaction will take place and determining the products. 10. Investigate stoichiometry by:

6 a. Defining stoichiometry and distinguishing between composition and reaction stoichiometry. b. Determining the role of mole ratio in stoichiometric calculations. c. Analyzing the four types of reaction-stoichiometric calculations. d. Calculating the amount of moles of a reactant or product. e. Calculating the mass of a reactant or product. f. Defining limiting reactant. g. Describing the method for determining which of two reactants is a limiting reactant. h. Defining and calculating theoretical, actual, and percent yield. 11. Summarize the physical characteristics of gases by: a. Stating and explaining the kinetic theory of matter. b. Describing the characteristic properties of gases. c. Describing the conditions under which a real gas deviates from ideal behavior. d. Describing the state or condition of a gas by using measurable quantities. e. Investigating pressure-volume, temperature-volume, pressure-temperature, pressure-number of molecules, and volume-number of molecules relationships of gases. f. Explaining the above relationships in terms of the kinetic theory. g. Explaining the standard conditions of temperature and pressure. h. Using Boyle s Law to calculate volume-pressure changes at fixed temperatures. i. Discussing the significance of absolute zero temperature and using the Kelvin scale in calculations. 12. Investigate liquids and solids by: a. Describing the motion of liquid and solid particles according to kinetic theory. b. Discussing properties of liquids and solids in terms of the particle model. c. Distinguishing between the two types of solids. d. Explaining the relationship between equilibrium and changes of state. e. Predicting changes in equilibrium using LeChatelier s principle. f. Explaining what is meant by equilibrium vapor pressure.

7 g. Describing the processes of boiling, freezing, melting, and sublimation. 13. Analyze mixtures and solutions by: a. Distinguishing between homogeneous and heterogeneous mixtures. b. Comparing the properties of suspensions, colloids, and solutions. c. Listing and explaining the factors that influence the rate of dissolving of a solid in a liquid. d. Explaining solution equilibrium and differentiating between saturated, unsaturated and supersaturated solutions. e. Explaining the meaning of like dissolves like in terms of polar and nonpolar solvents. f. Comparing the effects of temperature and pressure on solubility. g. Defining concentration using molarity, molality, and percent by mass. h. Finding amount of solution and solutes of varying concentration. 14. Investigate acids, bases, and ph by: a. Listing properties of aqueous acids and bases. b. Defining and giving examples of traditional acid, Bronsted acid, and Lewis acid. c. Naming acids and bases that are commonly found in a laboratory. d. Defining conjugate pair, conjugate base, and conjugate acid-base pair. e. Defining ph, giving the ph of a neutral solution and using the ph scale. III. PROFICIENCY LEVELS Honors Chemistry is the second course in the high school Honors sequence. Sophomores who meet the Honors selection criteria in their freshman year are recommended for this course.

8 IV. METHODS OF ASSESSMENT The teacher will provide a variety of assessments, including homework, teacher-made tests and quizzes, projects, laboratory reports, presentations, and a final exam. V. GROUPING Honors Chemistry 1 is a homogeneously grouped sophomore level course. VI. ARTICULATION/SCOPE The length of the course is one year. VII. RESOURCES A. Text Modern Chemistry Holt, Rinehart and Winston, B. References Chemistry-The Study of Matter and Its Changes, John Wiley & Sons, Chemistry Concepts and Applications, Glencoe/McGraw Hill, Alternate Assessments in the Science Classroom, Glencoe/McGraw Hill Cooperative Learning in the Science Classroom, Glencoe/McGraw Hill Applying Scientific Methods in Chemistry for Chemistry Concepts and Applications, Glencoe/McGraw Hill. Problems and Solutions for Chemistry Concepts and Applications, Glencoe/McGraw Hill. Chemlab and Mini Lab Worksheets for Concepts and Applications, Glencoe/McGraw Hill. Handbook of Chemistry and Physics. World of Chemistry videos, Annenberg Collection.

9 VIII. METHODOLOGIES Honors Chemistry is a laboratory science with one third of the class time spent on laboratory experiments and hands-on activities. Group instruction, cooperative learning and individual projects are also utilized. IX. SUGGESTED ACTIVITIES A. Direct teacher instruction B. Demonstrations C. Laboratory experiments D. Mini-activities (e.g., simulations) E. Computer-assisted instruction F. Cooperative learning-problem solving G. Videos H. Library research I. Problem and question & answer sessions J. Homework X. INTERDISCIPLINARY CONNECTIONS Daily connections are made with mathematics by using scientific notation in problem solving, conversion of units of measure, and numerous chemical formulas with mathematical solutions. XI. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments

10 Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction Independent study Higher-order thinking skills Interest-based content Student-driven Real-world problems and scenarios English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames think-pair-share cooperative learning groups teacher think-alouds XII. PROFESSIONAL DEVELOPMENT Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations.

11 XIII. CURRICULUM MAP Month Topic Suggested Activities September October November December January February March April May June Introduction to chemistry Scientific Method Metric system Sig. figures/sci notation Atomic Theory Moles, atoms, grams Scientific measurements Properties of light Periodic Table Orbital notation/dot form. Origin of Periodic Table Configurations Covalent/ionic bonding VSEPR Theory Metallic bonding Formula writing Empirical formulas % composition Word equations/balancing equations Predicting Products Activity Series Types of stoichiometry % yield Characteristics of gases Gas laws Dalton s Law of Partial Pressure Gas stoichiometry Ideal Gas Law Effusion/diffusion Properties of liquids and solids Changes of state Solutions, suspensions, colloids Molarity/molality Compounds in aqueous solutions Solubility Concentration of solutions Properties of acids and bases Classifying matter Metric measurements Density of pennies Candle observations Flame tests Diffraction of light Elemental characteristics Element, compounds, mixture. Construction of Per. Table Determining MP and BP of compounds Chemical bonds Shapes and polarities of molecules Metallic bonds Oxidation states of compounds Determining an empirical formula Formula of a hydrate Types of chemical reactions Decomposition of copper(ii) carbonate Activity of elements Relation coefficients to eq. Mass of air Charles s Law Boyle s Law Production of hydrogen gas Stoichiometric relationships Molar Mass of a gas Molar Volume Diffusion Formation of crystals Surface tension of water Capillary action Observing solutions, suspensions, colloids Electrolytes, non-electrolytes Observing solubility Determining ph Acid rain testing

12 Revised 2015