Chemistry Curriculum St. Ignatius College Preparatory

rev. 3/18/14

Course­wide topics for enduring understanding: The composition, arrangement, structure, and properties of matter­­ a result of the atoms of

which it is made­­all determine how a substance behaves. Chemical reactions constantly occur in the world we live in and even within us. Substances react with one another in a predictable and quantifiable way. Matter cannot be created or destroyed, only changed in chemical reactions. Chemical reactions involve a change in energy. Chemists acquire meaningful data through precise and accurate measurements. The language of Chemistry and the process of the scientific method enable the investigation of

questions, the possibility of problem solving, and the discovery of answers. The critical evaluation of experimental data is important in scientific discovery. Scientific progress is made by asking pertinent questions and conducting carefully designed and

controlled investigations. The acquisition of new scientific knowledge requires initiative, flexibility, and creativity.

Course­wide essential questions: How can models of the microscopic world help us understand, explain, and predict phenomena

in the macroscopic world? Why do certain chemicals react while others do not? How has chemistry affected the quality of our life? Why is Chemistry the central science? How can your understanding of chemistry allow you to make changes at the personal, local, and

global levels? be a steward of the Earth?

How do your observations and meaningful data lead to well­developed conclusions about the world around us?

Edited out Enduring Understandings

Students will be able to communicate effectively in the language of chemistry, verbally, mathematically and in writing. (Learning Objective)

They will present qualitative and quantitative data clearly and concisely. Students will use standardized measurements to more accurately describe the physical

world. The world of Chemistry can be divided into three areas: macroscopic (the world you can

see), atomic (the world you cannot see), and constructed (the symbolism used by chemists).

Mathematical and theoretical models can provide explanations for complicated phenomena in the real world.

Edited out What can you communicate through a chemical equation? How is a chemical reaction like a cooking recipe? How is energy involved in all chemical reactions?

How is energy related to different phases of matter? What is the relationship between kinetic energy, heat and temperature?

How is chemistry present in my everyday life? In other words: What chemicals are present around us? What chemical reactions occur around us? How are acids/bases and solutions relevant?

What is the connection between the properties of matter and its structure? How are measurements used to reliably communicate data? Why is the mole ubiquitous in chemistry? How do we describe and measure matter? Why is the periodic table arranged the way it is?

What information can be inferred from the periodic table? What patterns emerge on the periodic table?

What information can be gleaned from a balanced chemical equation? How do the conservation laws apply to chemistry? Is chemistry present in everyday life? What are some representative examples? What happens

when gasoline burns? What chemical reactions happen in your body? How do we describe and measure matter? What gives matter its particular chemical and physical properties? Table salt and sugar both

have a very similar appearance, how do you explain their different taste, uses, and cost? How do characterize and classify substances as elements, compounds, and mixtures? What information can be obtained from the periodic table and what are the applications? Why

isn’t the table arranged in alphabetical order? What’s the connection between halogen lamps and halogens on the Table? What is special about the element Mercury?

What information is conveyed by a balanced chemical equation? What’s the connection between Chemistry and cooking with a recipe?

Different types of matter have dramatically varied properties. Is chlorine in a swimming pool the same as chlorine in table salt? How is the atomic structure connected to the properties of matter?

Different phases of the same matter, including solids, liquids, and gases have different

properties. For example, water, steam, and ice all appear different to us even though the structure of this substance is the same. How do phase differences relate to properties of a certain substance?

Why do certain chemicals (and types of chemicals) react while others do not? Hydrogen gas is a very light ­ why are air balloons no longer filled with hydrogen?

How do the conservation laws apply to chemistry? What is a good definition for energy? Are energy changes involved in all chemical reactions? How is heat different from energy? What role does energy play in phases of matter? What is temperature? Is temperature a construct or is it real…meaning concrete? What is the relationship between kinetic energy, heat, and temperature? How do we describe and measure data? Why are there so many different types of equipment

to obtain measurements? How are measurements used to reliably communicate data?

Why does a chemical reaction feel hot and others feel cold? Do you think like a scientist? How will you use science and technology to change the world? Fall Semester: Matter (add more on solids, liquids, gases; difference between metals and nonmetals) Thermodynamics The Atom

“Basics”, including predictable ion charges pattern on Periodic Table History of atomic model The electron cloud

Chemical Nomenclature The Mole (include dimensional analysis here) Chemical Reactions and Balancing

Spring Semester: Stoichiometry Gases Periodic Table Trends Chemical Bonding Solutions Rates of Reactions Chemical Equilibrium Acids and Bases

INTRODUCTION TO THE STUDY OF CHEMISTRY ESSENTIAL QUESTIONS: Why are safety and proper lab procedure imperative in the Chemistry classroom? What is the difference between matter and energy? How is matter classified? For example, what’s the difference between a mixture, element, and a

compound? How are chemical and physical changes different? What gives matter its different chemical and

physical properties? How are solids, liquids, and gases of the same substance similar and how are they different? Where do you see Chemistry at work, in our daily lives?

TOPICS: Safety in the laboratory, including rules, procedures and safety equipment in the classroom Names and uses of lab equipment Matter: building blocks, physical and chemical properties, physical and chemical changes Classification of matter: pure substances (elements and compounds) versus mixtures

(homogeneous and heterogeneous) Introduction to the periodic table: elements, families and periods, “staircase”

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Explain the purpose of chemistry. Understand the scientific method and its importance in scientific inquiry, and to apply this

knowledge to laboratory activities. Define matter, both homogeneous and heterogeneous species. Describe the four classes of matter. Use the Periodic Table to identify an element as a metal or nonmetal, and as a member of the

alkali metals, alkaline earth metals, transition metals, metalloids, halogens and noble gases Identify and distinguish between chemical and physical properties of matter.

Describe the major characteristics of the different states or phases of matter. Identify and distinguish between chemical and physical changes of matter. Discuss how a change in energy accompanies changes in matter. Discuss how a chemical equation (word and symbol) describes a chemical change. Understand the importance of lab safety and act accordingly. Identify various pieces of lab equipment and its use.

ASSESSMENTS: lab: Chemical & Physical Changes

quiz: Lab Safety and Equipment Matter

other: Mini­poster, “Chemistry in My World”

MEASUREMENT ESSENTIAL QUESTIONS:

What is the importance of qualitative and quantitative measurement and when is it appropriate to record each?

What is the appropriate tool to use when making a quantitative measurement? How does one use measuring tools appropriately? What is the importance of recording measurements correctly? What is certainty in measurement and how does this change with different tools? What is the purpose of significant figures and why are they important when describing the

certainty of a measurement? TOPICS:

Qualitative versus quantitative measurements Types of quantitative data, appropriate tools and SI units for such Significant figures Making correct measurements Calculations involving measurements (significant figures) Scientific notation and significant figures Inputting measurements in scientific notation into the calculator

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Differentiate between qualitative data and quantitative data, knowing that they describe both

physical and chemical properties of matter Differentiate between measurements and numbers. Understand the meaning of base SI units, their abbreviations, and the quantities those units

describe

Apply unit factor analysis (dimensional analysis) to convert SI units Make correct measurements using lab equipment Recognize significant figures in recorded measurement and determine the number of significant

figures in a calculated value. Understand the meaning of derived units, especially density

Calculate derived quantities from given units Determine density by plotting and interpreting data on a graph.

Understand that scientific notation is another way to represent a quantity use scientific notation to represent large and small quantities and correct significant

figures perform calculations involving scientific notation by using a calculator

Construct tables and graphs to organize data. ASSESSMENTS: lab: Making Quantitative Measurements Density

quiz: Significant figures, calculations, measurements

test: Unit: Matter and Measurements

ATOMIC STRUCTURE ESSENTIAL QUESTIONS: What is the relationship between an atom and an element? How is the position of an element on the Periodic Table related to that element’s chemical and

physical properties? OR How can you use knowledge of the Periodic Table to determine an element’s properties? How does the arrangement of subatomic particles dictate an element’s chemical properties? How do we know so much about something (the atom) that we can’t see? (history &

interactions of matter) What information can be gleaned about an atom/element from its “box” on the Periodic Table? Do atoms exist or are they just concepts invented by scientists? What evidence is there in your

everyday life for the existence of atoms? What is a mole and why do chemists use the mole concept? Why is the location of the electrons so important? How is the location of electrons related to

chemistry/chemical reaction? How do chemists communicate/illustrate the location of the electrons? What does light and the electromagnetic spectrum have to do with electrons and energy?

TOPICS: basics of the atom: p+, no, e­, atomic number, mass number and atomic mass number, name and

symbol of selected elements (s and p block, 3d elements and silver) isotopes ions history of models of the atom (Democritus, Dalton, Thomson, Rutherford, Bohr, wave model)

and energy changes in electrons the nature of light, electromagnetic spectrum, energy, wavelength, frequency, amplitude, c= λ v E=hv, describe the electron cloud: principle energy levels, sublevels/types of and orbitals filling order (aufbau principle) electron configuration orbital diagrams

Pauli exclusion principle, Hund’s Rule shorthand electron configuration kernel/core electrons ions and isoelectronic series ground state versus excited state how the periodic table reflects the filling order of the electron cloud

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Provide the name or symbol for selected elements, namely those in the s­block, p­block, and

3d row of the transition elements. Understand that the atom is the fundamental building block of matter and that isotopes exist for

each element Explain what information is provided for each element (most common isotope) in the box on the

Periodic Table. Use the Periodic Table to determine the numbers of protons, electrons and neutrons in each

atom (most common isotope) of an element. Understand what an ion is, how it is formed, and how to predict its charge using given

information and its position on the Periodic Table. Understand that our current knowledge of atomic structure is the result of years of

experimentation and the compilation of those results, and that scientists are still learning about it. Describe the major contributions to the present knowledge of atomic structure made by:

Democritus, Dalton, Thomson, Rutherford, Bohr, the Modern (Quantum Mechanics) model

Draw a diagram of the Dalton, Thomson, Rutherford, Bohr, and Modern atomic models.

Knowing that electrons “jump” energy levels, describe and calculate the wavelength, frequency, and energy of the EM waves that are emitted.

Explain how the bright line spectrum of hydrogen demonstrates the quantized nature of energy. Write electron configurations and orbital energy diagrams for neutral atoms and for ions using

the aufbau principle, Pauli Exclusion Principle and Hund’s Rule, Explain that these notations describe the most probable location of the electrons in the

electron cloud of a neutral atom or ion. Write the shorthand (or Noble Gas) electron configuration for a neutral atom or ion. Identify the valence electrons and core (or kernel) electrons.

Determine the valence pattern that is present on the Periodic Table. Describe what is meant by an isoelectronic series and create such a series.

Use the periodic table to determine the numbers of protons, electrons, neutrons in each atom. Draw a diagram of the Dalton, Thomson, Rutherford, Bohr, and Modern atom models. Describe and calculate the wavelength, frequency, and energy of waves. Explain how the bright line spectrum of hydrogen demonstrates the quantized nature of energy. Draw an electron configurations and orbital energy diagrams for neutral atoms and for ions.

ASSESSMENTS: lab: Pattern of valence number, common ion formed activity

quiz: Name and symbol for selected elements Basics of the Atom, including History of Atomic Structure

test: Unit: the Atom and the Electron Cloud

other: Uses of the Atom news article (group)

PERIODIC TABLE ESSENTIAL QUESTIONS: Why is the Periodic Table called the “Periodic” Table, not just the “Table of Elements”? Why is the Periodic Table arranged by increasing atomic number rather than alphabetically? How does the placement of an element in the Periodic Table relate to its chemical and physical

properties? How does knowing trends on the Periodic Table help scientist predict properties of the

representative elements? How does the arrangement of elements in the Periodic Table reflect the filling order of the

electrons in the electron cloud? Why/how is the Periodic Table such a useful tool to chemists?

TOPICS: History of the Periodic Table including contributions by Mendeleev, Moseley and Seaborg trends in electron configuration relating to the aufbau principle chemical periodicity, the modern periodic table, group names, metals, semi­metals, nonmetals, periodic trends, atomic radii, ionization energy, ion atomic radii, valence electrons,

electronegativity UNIT OUTCOMES: Upon completion of this unit, students will be able to… Describe the importance of the periodic table to the study of chemistry. Describe the structure of the periodic table and describe the periodic trends of the elements. Distinguish between periods and families on the periodic table. Relate the electron configurations of an element to its position on the periodic table and its

chemical properties. Determine the number of valence electrons for an element using the periodic table. Predict the stable ion formed by an element using the periodic table. Describe the periodic nature of the atomic radius and ionization energy. Distinguish between periods and families on the periodic table. Relate the electron configurations of an element to its position on the periodic table and its

chemical properties. Determine the number of valence electrons for an element using the periodic table. Predict the stable ion formed by an element using the periodic table.

Describe the periodic nature of the atomic radius and ionization energy and electronegativity State periodic law Describe the evolution of the periodic table from Mendeleev to Mosley to Seaborg to the most

current periodic table ASSESSMENTS: Lab Trends in the Alkaline Earth Metals

Test Unit: Trends in the Periodic Table

Other Element Cube

CHEMICAL NOMENCLATURE ESSENTIAL QUESTIONS: How do you identify the type of compound? What information is represented by a chemical formula? How can you translate a chemical formula into a chemical name? How can you translate a chemical name into a chemical formula?

TOPICS: chemical formulas, monatomic ions, diatomic molecules (BrINClHOF), using symbols to write formulas, naming compounds, compounds with metal + non­metal, ionic type I & II, molecular (covalent)

compounds, polyatomic ions, writing formulas from names, acids

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Recall names and symbols for s­block, p­block, and 3d transition elements. Understand the need to use chemical symbols to represent elements and chemical formulas for

compounds. Describe the chemical composition of compounds from the chemical formula.

Identify molecular and ionic compounds using the Periodic Table. Name binary molecular compounds from their formulas, and write the chemical formula for such

from the given name. Provide the name and formula for a select list of polyatomic ions. Predict the formulas of type I, type II, and ternary ionic compounds using knowledge of ionic

charge and the fact that an ionic compound has a neutral charge. Name type I, type II, and ternary ionic compounds from their formulas. Distinguish between hydro­acids and oxy­acids. Identify, name and write the formula for hydro­acids and oxy­acids. Use chemical symbols to represent elements and the formulas for compounds. Identify the names of binary molecular compounds from their formulas. Predict the formulas of ionic compounds from ionic charge. Identify the names of ionic compounds from their formulas Memorize the names and formulas of element symbols and polyatomic ions. Calculate the charge from a chemical formula.

ASSESSMENTS: Lab: Naming/Chemical Formulas (“dry lab”)

Quiz: Name/Formula Molecular Compounds Name/Formula Type I and II Ionic Compounds

Name/Formula Polyatomic Ions Name/Formula Ternary Ionic Compounds Name/Formula Acids

Test: Chemical Nomenclature

Other: mini­poster, Chemicals in My World

BONDING ESSENTIAL QUESTIONS:

Why is there such a variety of chemical compounds in the world? Why do atoms bond together? Why do some elements react and others do not? How does one illustrate an atom, ion, ionic compound? What dictates why an element will react with some elements but not others?

TOPICS: types of chemical bonds bond energy electronegativity and bond type bond polarity, molecular polarity, dipoles ionic bonding diatomic molecules octet rule Lewis Dot Diagrams molecular structures and shapes, VSEPR Theory exceptions to the octet rule crystal lattice structure resonance

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Compare and contrast ionic and covalent bonding.

Describe the role of valence electrons in bonding. Describe the chemical and physical characteristics of ionic and molecular compounds.

Explain the meaning of the symbol and dots in a Lewis Dot Diagram (Structure) Explain the meaning of a Lewis Dot Diagram for an atom, ion, ionic compound, and

molecular compound. Draw the Lewis Dot Diagrams for the formula units of ionic compounds Draw the Lewis Dot Diagrams for the molecules of covalent/molecular compounds. Use the VSEPR theory to predict the 3­d shape of molecules and then draw the shapes of the

molecules. Explain that VSEPR theory only applies to molecular compounds and that ionic

compounds form crystal lattice structures. Determine the polarity of a covalent molecule. Compare and contrast ionic and covalent bonding. Draw the Lewis dot structures for ionic and covalent molecules. Use the VSEPR theory to draw the shapes of covalent molecules. Determine the polarity of a covalent molecule.

ASSESSMENTS: Lab: Molecular vs. Ionic Compounds VSEPR (“dry lab”)

Quiz: Ionic bonding Covalent bonding

Test:

Chemical Bonding Other: The MOLE ESSENTIAL QUESTIONS: What is a mole and why do chemists use it? How big is the mole? How can the mole be used to calculate the quantity of matter used in chemical reactions? What information is conveyed by the chemical formula? Why does the percent composition of a compound not change regardless of the sample size or

source of the material?

How does information about the mole lead to the determination of percent composition and chemical formula of a compound?

TOPICS: Avogadro’s number Molar mass of elements and compounds Conversions between mass, mole, and number of particles using dimensional anaylsis Percent composition of a compound Empirical and Molecular Formulas Percent error

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Define the term “mole” and describe its use/importance in chemistry. Provide the value of Avogadro’s number and explain how it is used to “count” in chemistry Use the Periodic Table to determine the molar mass of elements and compounds (aka gram

atomic mass and gram molecular mass) Use dimensional analysis and the mole diagram (“mole map”) to calculate the equivalence

between mass (g), moles, and number of particles (atoms, molecules/formula units). Understand that percentage composition of a chemical compound is definite regardless of

sample size or origin of the sample. Understand that percentage composition can be a distinguishing characteristic or

property of matter. Calculate the percentage composition by mass of chemical compounds. Explain how the chemical formula of a substance describes the chemical composition of the

substance. Distinguish between the empirical formula and molecular formula of a substance. Determine through calculations the empirical and molecular formulas for chemical compounds. Describe what percent error measures Calculate percent error based on lab results

ASSESSMENTS: Lab: Counting by Mass Oreo: Introduction to Percent Composition Determine the Percent of Oxygen in Potassium Chlorate Determine the Chemical Formula for Magnesium Oxide

Quiz: The basics of the mole concept

Test: Unit: The Mole

Other: The Mole Model: How Big is Avogadro’s Number?

CHEMICAL REACTIONS ESSENTIAL QUESTIONS: What is the Law of Conservation of Mass? How does balancing a chemical equation satisfy the

Law of Conservation of Mass? What information about a chemical reaction is conveyed or communicated by the notation used

in a balanced chemical reaction? Because a change in energy is involved in all reactions, how does one indicate this change when

writing a chemical equation? How does one distinguish between different types of chemical reactions, specifically synthesis,

decomposition (or analysis), combustion of a hydrocarbon, single replacement and double replacement?

How can one predict the products (or reactants) of these reactions? How can an activity series or table of solubilities aid in this?

TOPICS: Describing chemical reactions Indications of a chemical reactions Translate word equations into chemical equations Information given by chemical equations (i.e. subscripts, coefficients) Symbols included in chemical equations (i.e. +, →, Δ) Balancing chemical equations Energy in equations Classifying types of reactions: synthesis, decomposition, single replacement, double replacement,

combustion

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Analyze a chemical equation and identify the reactants, products, phases of such and notation

the indicates a reaction that goes to completion, a catalyst is involved, and heat energy is applied to a reaction

Explain the Law of Conservation of Mass and its importance to chemical reactions. Relate the Law of Conservation of Mass to the importance of balancing a chemical equation. Balance a chemical equation. Write a balanced chemical equation from a given word equation. Identify five different types of chemical reactions: synthesis, decomposition (analysis),

combustion of a hydrocarbon, single replacement and double replacement. Predict the products for a single replacement and double replacement reaction. Write ionic equations and net ionic equations. Identify endothermic and exothermic reactions based on the placement of energy in a chemical

equation. Explain the general differences between endothermic and exothermic reactions. SWBAT recognize different kinds of reactions (synthesis, decomposition, single replacement,

double replacement, combustion), balance a given equation, write the correct equation for a given reaction; describe the law of conservation of mass; predict products of a rxn

ASSESSMENTS: Lab: Law of Conservation of Mass Single and Double Replacement Reactions

Quiz: Balancing

Test: Unit: Chemical Equations

Other:

STOICHIOMETRY ESSENTIAL QUESTIONS: How is a cooking recipe applicable to a balanced chemical equation? How can you interpret the coefficients of a balanced chemical equation? How can one relate the quantities of reactants to reactants, reactants to products, products to

products, and products to reactants using a balanced chemical equation? How can we represent those quantities in particles, moles, or mass (g)?

What happens to a chemical reaction if one runs out of a given reactant? What is the significance of percent yield in industry? What is the difference between theoretical and actual yield in a laboratory environment?

TOPICS: Molar Interpretation of a balanced chemical equation Conversions: mole A→ mole B, mass A→→→mass B Limiting reactants and reactants in excess Percent Yield

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Relate the concept of stoichiometry with cooking/using a recipe Explain how the coefficients of a balanced chemical equation allows one to relate quantities of

reactants and products in terms of particles (atoms, formula units or molecules) and moles (volume of a gas will be introduced during the Gas Unit)

Use the “mole map” to strategize how to convert from the given information to the information requested in a stoichiometry problem

Perform calculations that determine the number of moles (or particles) of reactants and/or products involved in a chemical reaction using the coefficients.

Perform calculations that determine masses of reactants and/or products involved in a chemical reaction.

Explain what a limiting reactant and reactant is excess are and relate these concepts to cooking. Discuss the significance of determining the limiting reactant before determining the theoretical or

expected amount of product that can be formed in a chemical reaction. Determine through calculations which reactant is the limiting reactant. Predict through calculations the theoretical amount of product that can be formed. Predict through calculations the amount of the reactant in excess that will remain when a reaction

stops. Explain the concept of percent yield and its application to chemical industry. Calculate the percent yield.

ASSESSMENTS: Lab: S’mores activity Limiting Reactant Silver and Stoichiometry Lab

Quiz: Understanding stoichiometry

Test: Unit: Stoichiometry

Other: Stoichiometry and Air Bags Investigation

GASES AND THE GAS LAWS ESSENTIAL QUESTIONS: How does the kinetic molecular theory account for the observed behavior of gases? How does the kinetic molecular theory explain the theoretical basis for the gas laws? Why is Kelvin scale, an absolute scale, when discussing the behavior of gases? How does the ideal gas law mathematically relate the important characteristics of a gas

(pressure, volume, temperature, and sample size)? How can we derive the gas laws from the ideal gas law? How do we use the gas laws to explain real life scenarios involving gases? For example, why

does one have to pressurize an airplane? Why should you deflate your tires before driving to a high altitude?

TOPICS: Kinetic Molecular Theory of Gases Pressure Volume Temperature Boyle’s Law, Charles’ Law, Combined Gas Law, Avogadro’s Law, Gay­Lussac’s Law, Ideal Gas

Law STP Molar Volumes of Gases Gas Stoichiometry at STP and non­STP conditions

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Describe the characteristics and behavior of a gas at the atomic level. Define and relate the four variables that describe a gas, namely pressure, temperature, volume

and quantity (mole) Convert pressure units, specifically mm Hg ←→torr ←→ kilopascals ←→ atmospheres Describe the Kelvin temperature scale and absolute zero.

Convert from the Celsius scale to the Kelvin scale. Relate knowledge of gases and the gas laws to explain everyday situations. Predict the behavior of gases with respect to the gas laws.

State and perform calculations for Boyle’s Law, Charles’ Law, Gay­Lussac’s Law, the Combined Gas Law, Avogadro’s Law and the Ideal Gas Law

Relate the mole concept to the volume of a gas at Standard Temperature and Pressure Apply stoichiometric principles to calculate the amount (volume, moles, or mass) of a gas either

required or produced in a chemical reaction.

ASSESSMENTS: Lab: The Gas Laws Molar Volume of a Gas

Quiz: Gases and the Gas Laws Gas Stoichiometry

Test: Unit: Gases

Other: Gas Principles and You (group project)

SOLUTIONS ESSENTIAL QUESTIONS: How does one describe a solution? Can a solution be made from matter in different phases as

well as in the same phase? Why is a solution considered a homogeneous mixture and not a new chemical compound? How can one affect the solubility of and rate of dissolving of a solid, liquid and gas? What information is conveyed by a solubility curve? Can a solution be described as dilute and saturated, dilute and unsaturated, concentrated and

saturated, concentrated and unsaturated? Can a solution be supersaturated? What is the difference between a molar and a molal solution? How does one calculate the

molar or molal concentrations of a solution? How can one make a molar solution? How can one prepare a more dilute solution from a stock solution?

Why can adding salt to water cause freezing point depression and boiling point elevation of the water? (Why does CalTrans spread rock salt onto the frozen/snowy roadways in the winter time? Why does a chef add salt to the water before cooking pasta?

TOPICS: Mixtures, Suspensions, Colloids Factors affecting Solubility Solution composition Solubility Curve Concentration: Molarity and Molality Dissociation Precipitation

Colligative Properties: Freezing Point Depression and Boiling Point Elevation UNIT OUTCOMES: Upon completion of this unit, students will be able to… Use correct vocabulary when describing solutions

Namely: solute, solvent, solution, solubility, factors that affect solubility, factors that affect rate of dissolving, saturated, unsaturated, dilute, concentrated

Explain the different factors that affect solubility (how well something dissolves) Explain factors that affect the rate of solubility Describe, on the particulate scale, the difference between how an ionic solute dissolves

and how a molecular solute dissolves in an aqueous solution Interpret a solubility curve and answer questions that relate to such Define the molar concentration of a solution Calculate the molarity (or molar concentration) of a solution Explain and demonstrate how to properly make a molar solution Explain and demonstrate, using calculations and brief statements, how to make a dilute solution

from a stock solution with given molar concentration Define colligative properties of matter, namely Freezing Point Depression and Boiling Point

Elevation Explain these phenomena and provide common examples of each

Define the molal concentration of a solution Calculate the molality (or molal concentration) of a solution Relate changes in freezing or boiling temperatures to the molal concentration of a solute in a

solution Calculate the Freezing Point Depression of a solution and the new or final freezing point of a

solution. Calculate the Boiling Point Elevation of a solution and the new of final boiling point of a solution.

ASSESSMENTS: Lab: Make a Molar Solution (activity) Make a Dilute Solution (activity) Freezing Point Depression, aka Ice Cream

Quiz: Solutions Vocabulary and Solubility Curves

Test: Unit: Solutions

Other: Water Project (group)

REACTION RATES and CHEMICAL EQUILIBRIUM ESSENTIAL QUESTIONS: How can the rate of a reaction be altered in a laboratory setting? What are the driving forces of most chemical reactions in nature? How does a change in energy over the course of a reaction allow chemists to categorize

reactions? What information is communicated by a potential energy diagram? Why would industries, such as food or chemical manufacturing, want to speed up or slow down

the rate of a chemical reaction? What distinguishes a “reaction that goes to completion” from a “reversible reaction”? How do the rates of reactions relate to a system at chemical equilibrium? What does the value of Keq indicate to a chemist? How will a chemical system at equilibrium respond when placed under stress?

TOPICS: Reversible Reactions vs. Reactions that go to completion Factors that affect Reaction Rate Endothermic vs. Exothermic Reactions Potential Energy Diagram of Reactions Dynamic Equilibrium Condition Equilibrium Constant Expression and the value of Keq Le Chatelier’s Principle

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Explain what is meant by “the Rate of a Chemical Reaction” and how it is measured. Describe how a chemical reaction occurs, specifically with respect to the Collision Theory.

Describe the meaning of an effective collision and the requirements of such. List six factors that affect the rate of a reaction, namely nature of reactants, concentration of

reactants, surface area, temperature, pressure, and the presence of a catalyst. Explain the how these factors affect the rate of a reaction.

Recall the differences between endothermic and exothermic reactions. Define activation energy for a chemical reaction. Interpret Reaction Pathway (or Potential Energy) Diagrams, including determining the potential

energy of reactants, products and the activated complex, the heat of the reaction (ΔErxn), the activation energy of a system, the effect of a catalyst on the activation energy of a system, and whether a system is endothermic or exothermic.

Identify and distinguish between a chemical reaction that goes to completion and one that is a reversible reaction.

Explain what is meant by a reversible reaction that achieves chemical equilibrium and describe the process of reaching chemical equilibrium.

Write an equilibrium constant expression. Calculate the equilibrium constant, Keq, using the equilibrium constant expression.

Explain the significance of the value of Keq especially in terms of chemical industry. Explain Le Chatelier’s Principle and predict changes in equilibrium using this principle.

Apply Le Chatlier’s Principle to industry in order to affect the value of Keq. ASSESSMENTS: Lab: Rates of Reactions Le Chatelier’s Principle

Quiz: Test: Rates of Reactions Chemical Equilibrium

Other: The Haber Process Investigation

ACID/BASE ESSENTIAL QUESTIONS:

What foods contain acids and bases and how does this affect your diet? What causes acid rain and why is it so harmful to the environment? Why do we have acid (HCl) in our stomach and what happens when someone gets an ulcer? What are some practical uses of acids/bases in our everyday lives? What are the properties of acids and bases? How do acids and bases behave in water? What makes an acid or base strong or weak? What happens when acids and bases react with each other? How is the strength of an acid measured? What is the pH scale and what does it tell us about acids and bases? What is a buffer? Why is essential to life that our blood contains buffers?

TOPICS:

Properties and Characteristics of Acids and Bases Naming of Select Acids Acid and Base Strength Definition of acid/base Typical Acid Reactions Amphoteric Substance, Water as acid and base pH, pH [H+],Calculating pH

UNIT OUTCOMES: Upon completion of this unit, students will be able to…

Distinguish between an acid and a base using observable properties. Identify specific acids and bases as being strong or weak. Write a neutralization reaction. Describe the reaction between an acid and a metal, and an acid and a carbonate.

Recall how to name and write a chemical formula for acids and bases. Define an acid and a base according to Arrhenius, Brønsted­Lowry, and Lewis. Identify Brønsted­Lowry conjugate acid/base pairs. Explain the significance of the pH scale and relate the value of pH to defining a substance as an

acid and base. Convert between pH and the concentration of the hydrogen ion, [H+].

Convert also between pH, pOH, [H+] and [OH­] Calculate Kw and explain its significance to acids and bases. Calculate Ka and Kb, and relate this value to the relative strength of the acid or base.

Explain the significance of a titration as well as the process of titration. Through titration, calculate the concentration of an acid or bas.

Describe a buffer or buffer system, and explain the significance of a buffer system, ie. in blood. ASSESSMENTS:

Lab:

Characteristics of Acids and Bases Titration Neutralization reactions between acids & bases

Quiz:

Identifying Acids and Bases (naming, characteristics including pH, definitions) Test:

Unit: Acids and Bases Other:

Acids and Bases in Our World Investigation

THERMODYNAMICS

ESSENTIAL QUESTIONS:

How does the kinetic molecular theory account for observed behavior in all states of matter? How does the specific heat of a substance relate to how well it can serve as an insulator (ie.

thermos) or conductor (eg: pots and pans) of heat? Does a block of ice have more heat energy than a lit match? How are temperature and heat energy related? Can a “cold” substance have heat? How does heat energy flow? (from high energy to low energy) What happens to the temperature of a substance as it goes through a phase change? Why does a steam burn hurt more than a burn from hot water?

TOPICS:

calorimetry & specific heat energy and phase changes endothermic and exothermic reactions relationship between heat, temperature and kinetic energy phase diagrams

UNIT OUTCOMES: Upon completion of this unit, students will be able to… Distinguish between but also relate energy, heat and temperature. Measure and calculate the specific heat of a substance using a calorimeter. Describe a phase change diagram and explain how energy relates to this diagram.

Calculate the change in heat energy when a substance changes temperature. Calculate the change in heat energy when a substance changes phase.

Calculate the heat transferred from one object to another. Explain the energy, heat and temperature and how they relate to one another. Calculate the change in heat energy when a substance changes temperature. Measure and calculate the specific heat of a substance using a calorimeter. Describe a phase change diagram, and explain how energy relates to this diagram. Define energy and describe different examples of energy Describe how energy is involved in phase changes of matter. Specifically, describe that energy

is released when bonds are formed, as well as when a material condenses or freezes and is absorbed when a material evaporates or melts.

Identify reactions that either release (exothermic) or absorb (endothermic) heat energy

ASSESSMENTS: Lab: Phase Change of Lauric Acid Heating & Cooling Curves Calorimetry

Quiz:

Energy, Enthalpy, Entropy and Specific Heat Test: Unit: Thermodynamics

Other:

LAB AND LAB TECHNIQUE TOPICS: Proper Lab Technique (General)

Avoiding Stock Bottle Contamination Identification of Glassware Creating Data Tables Recording Data Lab Safety