Lakewood City Schools Science Course of Study –Eleventh Grade · Lakewood City Schools Science Course of Study –Eleventh Grade Science COS 11 PAGE 4 12/29/05 in discrete amounts

Lakewood City Schools Science Course of Study – Eleventh Grade

Science COS 11 PAGE 1 12/29/05

CHEMISTRY Course Description

Full Year 1 Credit

7 Periods per Week

Open to Grades 1012

Prerequisite: Biology and Algebra, not concurrent, or higher

Is an elective physical science laboratory course. A grade of C or better in Algebra is required. The major objectives of the study of chemistry are the solving of chemical problems, the application of chemical concepts to industry and society as well as preparation for college chemistry. In addition, this course teaches the critical thinking and learning skills necessary in any field of study.



CHEMISTRY SCOPE, SEQUENCE AND PACING CHART

I. Matter 13 weeks • Introduction 2 • Electrons, Bonding, Geometry 5 • States of Matter and Gas Laws 4 • Solutions and Colligative Properties 2 • Nuclear 1

II. Compounds and Reactivity 7 weeks • Ions, Formulas, Nomenclature 3 weeks • Reaction Types and Predicting Products 2 • Balancing Equations 2 •

III. Composition and Amounts 7 weeks • Measurement, Uncertainty and Rounding 2 • Moles and Molar Mass 2 • Stoichiometry 2 • Molarity 1

IV. Equilibria 8 weeks • Thermochemistry and Calorimetry 2 • Reaction Rates and Chemical Equilibrium 2 • Acids and Bases 2 • Solubilty equilibrium 2



NAME OF COURSE: CHEMISTRY UNIT: MATTER

Physical Sciences Standard (PS) Scientific Inquiry Standard (SI) Scientific Ways of Knowing Standard (SW)

1112 Benchmarks Grade Level Indicators Instructional Objectives & Teaching Resources

• Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena. (PS 11A) (PS12A)

• Recognize that some atomic nuclei are unstable and will spontaneously break down. (PS 11B) (PS12B)

• Describe how atoms and molecules can gain or lose energy only

Historical Perspectives and Scientific Revolutions

• Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., nuclear energy, quantum theory, theory of relativity). (PS1214)

• Describe concepts/ideas in physical sciences that have important, longlasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe). (PS 1215)

Nature of Matter

• Explain that elements with the same number of protons may or may not have the same mass and those with different masses (different numbers of neutrons) are called isotopes. Some of these are radioactive. (PS111)

• Explain that humans have used unique bonding of carbon atoms to make a variety of molecules (e.g., plastics). (PS112)

• Explain how atoms join with one another in various

Students will: • Understand the importance of

learning chemistry • Be able to define chemistry • Be able to explain the scientific

method • Be able to design experiments

using the scientific method • Be able to do experiments using

the scientific method • Understand the composition of

matter, atoms, molecules, elements, compounds

• Be able to distinguish and give examples of physical and chemical properties and physical and chemical changes

• Be able to distinguish and give examples of mixtures and pure substances

• Understand the organization of the



in discrete amounts. (PS11C) (PS12 C)

• Summarize the historical development of scientific theories and ideas within the study of physical sciences. (PS11E) (PS12E)

• Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. (SI11A) (SI12A)

• Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories. (SW11 A) (SW12A)

• Explain how ethical

combinations in distinct molecules or in repeating crystal patterns. (PS121)

• Describe how a physical, chemical or ecological system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium. (PS122)

• Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe). (PS123)

• Recognize that at low temperatures some materials become superconducting and offer little or no resistance to the flow of electrons. (PS124)

Forces & Motion

• Recognize that nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explains why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the Sun and other stars). (PS127)

Doing Scientific Inquiry

• Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. (SI111) (SI121)

• Evaluate assumptions that have been used in reaching scientific conclusions. (SI112)

• Design and carry out scientific inquiry (investigation), communicate and critique results through peer review. (SI113)

• Explain why the methods of an investigation are based on the

periodic table • Be able to distinguish and give

examples of metals, metalloids and nonmetals

• Understand a plum pudding, Rutherford model and the wave mechanical model of the atom

• Understand that electrons, protons and neutrons are combined to form atoms with varying properties

• Be able to define and recognize isotopes

• Understand the interaction of energy and electrons

• Understand and be able to state the electronic configuration for electrons in atoms

• Understand and be able to use concepts associated with bonding: electronegativity, polarity and dipole moment

• Be able to draw Lewis Dot Structures for atoms and compounds of molecules with ionic bonds and single and multiple covalent bonds

• Be able to predict molecular geometries

• Understand the three phases of matter and their characteristics

• Be able to label a phase diagram with melting curve, boiling curve, sublimation curve, solid, liquid,



considerations shape scientific endeavors. (SW 11B)

questions being asked. (SI114) • Summarize data and construct a reasonable argument based on

those data and other known information. (SI115) • Derive simple mathematical relationships that have predictive

power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). (SI122)

• Research and apply appropriate safety precautions when designing and/or conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI123)

• Create and clarify the method, procedures, controls and variables in complex scientific investigations. (SI124)

• Use appropriate summary statistics to analyze and describe data. (SI125)

Nature of Science

• Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data). (SW11 1) (SW121)

• Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations. (SW122)

• Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology. (SW123)

• Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator/prey relationships, properties of semiconductors). (SW124)

• Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the

and gas • Be able to explain the kinetic

molecular theory of gases • Be able to explain and use Boyle’s

Law, Charles’ Law, the combined gas law, the Ideal gas law, and Dalton’s Law of partial pressure

• Be able to explain intermolecular forces like hydrogen bonding, and London Dispersion Forces

• Understand Colligative Properties: Freezing Point Depression, Boiling Point Elevation and Vapor Pressure Lowering

• Be able to define a nuclear particles: beta, alpha,

• Be able to recognize and balance nuclear transformation reactions

• Understand the concept of halflife • Understand that an object can be

dated by radioactivity

Resources

• World of Chemistry textbook chapters 1, 2, 3, 12, 13, 14, 19

• Density Lab Handout • Lab 2 on simple observations inn • Lab 3 on simple observations



explanations proposed by other scientists. (SW112) • Demonstrate that scientific explanations adhere to established

criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications. (SW113)

• Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere. (SW114)

Ethical Practices

• Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work. (SW115)

• Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior. (SW116)

Scientific Theories

• Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings. (SW117)

Nature of Energy

• Explain the characteristics of isotopes. The nucleus of radioactive isotopes is unstable and spontaneously decays emitting particles and/or wavelike radiation. It cannot be predicted exactly when, if ever, an unstable nucleus will decay,

• The Periodic Table Video (#7 World of Chem)

• The Chemistry of the Earth Video (#18 World of Chem)

• Metals Video (#19 World of Chem)

• Phase Diagram Worksheet • A Matter of State Video (#5 World

of Chem) • Surface Chemistry Video (#20

World of Chem) • Lab 4 on Physical/ Chemical

Changes • Water Video (#12 World of Chem) • Popcorn Demo on salt substitute • Lab 47 Flame Test • Line Spectrum Demonstration • Color Video (#2 World of Chem) • Signals from Within Video (#10

world of Chem) • Internet site for chemical orbitals • Demo: hard (wood) orbitals • Electron Probability Mapping • The Atom Video (#6 World of

Chem) • Quantum Universe Video • Lab 50 Molecular



but a large group of identical nuclei decay at a predictable rate. (PS1210)

• Use the predictability of decay rates and the concept of halflife to explain how radioactive substances can be used in estimating the age of materials. (PS1211)

• Describe how different atomic energy levels are associated with the electron configurations of atoms and electron configurations (and/or conformations) of molecules. (PS1212)

• Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore they can only absorb or emit light at the wavelengths corresponding to these amounts. (PS1213)





































owing Standard (SW)

1112 Benchmarks Grade Level Indicators Instructional Objectives

• Summarize the historical development of scientific theories and ideas within the study of physical sciences. (PS11E) (PS12E)

• Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena. (PS 11A) (PS12A)

• Make appropriate choices when designing and participating in scientific investigations by using cognitive and


• Describe concepts/ideas in physical sciences that have important, longlasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe). (PS1215)


• Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. (SI111)


• Design and carry out scientific inquiry (investigation), communicate and critique results through peer review. (SI 113)

• Explain why the methods of an investigation are based on the questions being asked. (SI114)

• Summarize data and construct a reasonable argument based on those data and other known information. (SI115)



Students will: • be able to describe the formation of

ions • learn the names and formulas of

common monatomic ions and polyatomic ions

• be able to predict (using the periodic table) what the charge of many monatomic ions are

• understand the system for combining ions in the correct ratios to obtain neutral compounds

• be able to write the chemical formula of ionic compounds given their name

• be able to name ionic compound given their chemical formula

• understand the system for naming covalent compounds

• be able to write the chemical formula of simple covalent compounds

• be able to name simple covalent compounds given their chemical formulas

• understand the difference between organic compounds and inorganic compounds



manipulative skills when collecting data and formulating conclusions from the data. (SI11A)



Nature of Science

• Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data). (SW 111) (SW121)




• Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists. (SW112)

• Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications. (SW113)


Ethical Practices

• Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that

• learn the names and chemical formulas of common acids and bases

• understand and be able to write chemical equations

• be able to balance chemical reaction • know the reaction products for

composition, decomposition, single replacement, double replacement, and combustion reactions.

• Be able to predict when a chemical reaction occurs and when no reaction is predicted

• Understand and be able to use the solubility rules

• Understand and be able to write complete ionic equations and net ionic equations

• Understand what reduction and oxidation reactions are

• Be able to write half reactions • Be able to balance redox reactions by

the half reaction method

Resources

• World of Chemistry textbook chapters 3, 4, 7, 8, 18

• Prep of ion 3x5 cards • The Chemical Bond Video (#8 World



supports their beliefs. Scientists attempt to avoid bias in their work. (SW115)

Scientific Theories


of Chem) • Lab 15 simple reaction of ions • Lab 23 Copper Oxide Lab • Lab 24 Hydrate Lab • Lab 25 Chemical Reactions Lab • Lab 26 Chemical Reactions Lab • Lab 29 Chemical Reactions Lab • Lab 31 Qualitative Analysis Lab • Lab 34 Make Silver Lab • Lab 35 Make Copper Lab • Lab 37 Stoichiometry Lab • Kaboom Video • Molecules in Action Video (#14

World of Chem) • The Busy Electron Video (#15 World

of Chem) • Carbon Video (#21 World of Chem) • Polymers Video (#22 World of

Chem) • Chemistry of the Environment (#25

World of Chem)



NAME OF COURSE: CHEMISTRY UNIT: COMPOSITION AND AMOUNTS





• Explain how ethical considerations



• Describe concepts/ideas in physical sciences that have important, longlasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe). (PS 1215)





• Explain why the methods of an investigation are based on the

Students will: • understand and be able to use

scientific notation • understand and be able to use

significant figures • understand and be able to use in

calculations and in the lab the metric system to measure volume, mass and length

• understand the uncertainty in measurements

• be able to read graduate cylinders, pipets and burets correctly

• understand and be able to use the concept of average atomic mass

• understand and be able to use the concept of molar mass

• understand and be able to use the concept of a mole

• be able to convert moles to grams and grams to moles

• understand and be able to obtain



shape scientific endeavors. (SW 11B) (SW12B)

questions being asked. (SI114) • Summarize data and construct a reasonable argument based on

those data and other known information. (SI115)

Nature of Science • Analyze a set of data to derive a hypothesis and apply that

hypothesis to a similar phenomenon (e.g., biome data). (SW11 1) (SW121)







Ethical Practices

• Recognize that bias affects outcomes. People tend to ignore

the empirical formula from numerical data

• understand and be able to obtain the molecular formula

• understand the moletomole relationship given by a balanced chemical equation

• understand and be able to do stoichiometry problems, converting from grams to moles to moles to grams

• be able to do stoichiometry problems using the molar gas volume

• understand and be able to do limiting reagent problems

• understand and be able to calculate the percent mass of a given substance

• understand and be able to calculate percent error and percent yield

• Understand and be able to calculate and use molarity, and normality

• Be able to explain the difference between a concentrated solution and a dilute solution



evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work. (SW115)



• Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). (SI122)



• Use appropriate summary statistics to analyze and describe data. (SI125)

Resources

• World of Chemistry textbook chapters 5, 6, 9, 13

• Lab 11 calculating the thickness of aluminum foil

• Lab 18 Measurements and calculations lab

• Apple Pie Worksheet • Stoichiometry Worksheet • The Mole Video (#11 World of

Chem) • Legos Activity (from text) • Lab 20 Conversions Factors

Worksheet • Lab 21 Density and Measurements

Worksheet • Lab 22: The bean lab • Measurements Video (#3 World of

Chem)



NAME OF COURSE: CHEMISTRY UNIT: EQUILIBRIA



• Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena. (PS 11A)

• Describe how atoms and molecules can gain or lose energy only in discrete amounts. (PS11C)

• Make appropriate choices when designing and participating in scientific



• Describe concepts/ideas in physical sciences that have important, longlasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe). (PS1215)

Nature of Matter

• Describe how a physical, chemical or ecological system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium. (PS122)

• Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe). (PS123)

Students will: • Be able to define

thermodynamics • Understand an be able to label

reactions as exothermic and endothermic

• Be able to calculate the change in enthalpy using Hess’s Law

• Be able to calculate the change in enthalpy given the enthalpies of formation

• Understand and be able to calculate change in enthalpies for phase transitions

• Understand and be able to use specific heat

• know the names and formulas of common acids and bases

• know the common strong acids and weak acids, and the common strong bases and weak bases

• be able to explain the difference



investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. (SI11A)

• Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories. (SW11 A)

• Explain how ethical considerations shape scientific endeavors. (SW 11B)


• Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. (SI111) (SI121)



• Explain why the methods of an investigation are based on the questions being asked. (SI114)

• Summarize data and construct a reasonable argument based on those data and other known information. (SI115)

• Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). (SI122)



• Use appropriate summary statistics to analyze and describe

Nature of Science

• Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data). (SW111) (SW121)

• Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for

between strong acids and weak acids

• understand the pH scale • be able to calculate and use the

pH scale • understand and be able to do

acid/base titrations and titration calculations

• be able to define and recognize a buffer

• be able to explain a rate of a reaction and state causes for it to increase or decrease

• understand what it means for a reaction to be at equilibrium

• understand the difference between a dynamic equilibrium and a static equilibrium

• understand and be able to write an equilibrium constant expression

• be able to define and explain the importance of a catalyst

• understand the significance of a large or small equilibrium constant

• be able to calculate equilibrium constants, including solubility product constants

• be able to do calculations using the equilibrium constant

• be able to make predictions associated with LeChatelier’s



the same observations. (SW122) • Select a scientific model, concept or theory and explain how it has

been revised over time based on new knowledge, perceptions or technology. (SW123)




• Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere. (SW11 4)

Ethical Practices

• Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work. (SW115)

Scientific Theories


Principle

Resources

• World of Chemistry textbook chapters 10, 14, 16, 17

• Lab 16 Exo/endo lab • The Driving Force Video (#13

World of Chem) • Lab 41 Specific Heat of metal

lab • Lab 42 Specific Heat of an

Unknown Metal • Lab 43 Hess’s Law Lab • Lab #44 Hess’s Law Lab • Acid/Base Dilution and pH lab

(handout) • The Proton Video (#16 World

of Chem) • pH Hotel • pH Worksheets

Documents

Lakewood City Schools Science Course of Study –Eleventh Grade · Lakewood City Schools Science Course of Study –Eleventh Grade Science COS 11 PAGE 4 12/29/05 in discrete amounts