GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Chemistry
C.P.
Subject: Chemistry
Grade Level: 10-12
Department/School: Science/High
School
Duration: Full
Year
Number of Credits: 6
Prerequisite: Algebra
I and Biology
Elective or Required: Elective
Author: Adam Smith
Date Submitted: Summer 2004
Course Description
Chemistry deals with the vast realm consisting of all of the substances that make up our material environment--living and non-living. The high school chemistry course attempts to provide some of the excitement and pleasure of learning about the ultimate structure of matter and how knowledge of this structure allows us to interpret the wide variety of behavior observed during physical and chemical change.
Less stress is placed upon memorization of chemical facts, while more emphasis is given to a study of how important chemical ideas have evolved. Laboratory experiments are nearly all of a quantitative nature and provide students with opportunities to gather some of the data upon which the theoretical framework of chemistry rests.
Beginning chemistry students should have mathematical capability that include reasonable skill in handling problems of ratio and proportion, per cent, elementary algebraic equations, exponential arithmetic (scientific notation).
The course in Chemistry will involve teacher directed presentations of content areas through class lecture, class discussion, student reports, investigations, and class group activities. In addition, laboratory exercises will supplement and enhance topics. Instruction will involve incorporation of current topics through readings and audiovisual presentations. The course will be classroom, laboratory and project based instruction.
Assessment of student achievement each marking period will be determined by evaluations comprised of a combination of teacher-made examinations on major topics and quizzes, which will take forms to include oral, written and demonstration. In addition, students will be graded on laboratory experiments, projects, and presentations.
Teacher observations and evaluations of classwork, homework, and class participation will be included.
The course will have a midyear and final examination, which together will constitute a grade comparable in weight to a full marking period.
GLEN RIDGE PUBLIC SCHOOLS
SCIENCE
The
Our students will use the scientific method to understand and respond to questions about science, technology, and societal and world problems. Students will be challenged and encouraged to take risks and to develop critical thinking skills as they apply to real-world experiences.
Science
STANDARD 5.1
(SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING,
DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS
AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS,
INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING
RESULTS.
STANDARD 5.2
(SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF HOW PEOPLE
OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF SCIENCE AND
TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED SCIENCE AND
TECHNOLOGY.
STANDARD 5.3
(MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL
FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING
SCIENTIFIC THEORIES.
STANDARD
5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND THE
INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL
UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
STANDARD 5.5
(CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS AND WILL INVESTIGATE
THE DIVERSITY OF LIFE.
STANDARD 5.6
(CHEMISTRY) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND
BEHAVIOR OF MATTER.
STANDARD 5.7
(PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF NATURAL LAWS AS THEY APPLY
TO MOTION, FORCES, AND ENERGY TRANSFORMATIONS
STANDARD 5.8 (EARTH
SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS,
AND GEOPHYSICAL SYSTEMS OF THE EARTH.
STANDARD 5.9
(ASTRONOMY and SPACE SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
ORIGIN, EVOLUTION, AND STRUCTURE OF THE UNIVERSE
STANDARD 5.10
(ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE
ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT COMPONENTS AFFECTED BY HUMAN ACTIVITY
AND NATURAL PHENOMENA.
Curriculum
Description
Goal: Each student will have the opportunity to achieve success in understanding the concepts and principles of topics in Chemistry. The following learning objectives are aligned with the New Jersey Core Curriculum Content Standards for Science and Work Place Readiness as indicated after each objective.
Objectives:
Each student will be able to:
1. Possess an ability to make measurements using various laboratory devices. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4; 5.3.B1; 5.3.B1)
2. Use scientific notation in calculations. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4; 5.3.B1; 5.3.B1)
3. Demonstrate an understanding of significant figures. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4; 5.3.B1; 5.3.B1)
4. Solve problems utilizing scientific notation and significant figures. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4; 5.3.B1;5.3.B1)
5. Use measurements in calculations. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4; 5.3.B1; 5.3.B1)
6. Be familiar with the metric system including the common prefixes. (5.3.A1; 5.3.B1; 5.3.C1)
7. Recognize metric units for mass, length, and volume where appropriate. (5.3.A1; 5.3.B1; 5.3.C1)
8. Use metric units for mass, length, and volume where appropriate. (5.3.A1; 5.3.B1; 5.3.C1)
9. Demonstrate an understanding of the atomic theory. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6)
10. Demonstrate an understanding of the structure of the atom. (5.6.A1;5.6.A3;5.6.A8; 5.6.A6)
11. Identify the location of the parts of the atom. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6)
12. Know the functions of the different parts of the atom. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6)
13. Work with concept of atoms and molecules. (5.6.A6; 5.3.C1)
14. Be confident in calculating and working with relative mass. (5.3.C1)
15. Demonstrate an understanding of the “mole” concept. (5.3.B1; 5.3.C1; 5.3.A1; 5.6.A1; 5.6.A3; 5.6.A2)
16. Apply the “mole” concept to solve quantitative analysis problems. (5.3.B1;5.3.C1; 5.3.A1)
17. Demonstrate an understanding of chemical formulas and equations. (5.3.B1;5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1)
18. Interpret chemical formulas and equations in terms of atoms, molecules, moles and masses. (5.3.B1; 5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1)
19. Demonstrate an understanding of the different forms of energy. (5.3.B1; 5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1; 5.7.B2)
20. Recognize that all chemical reactions involve energy change. (5.7.B2; 5.6.A6; 5.6.B2)
21. Know the meaning of exothermic and endothermic processes. (5.7.B2)
22. Identify exothermic and endothermic reactions and equations. (5.7.B2)
23. Be able to identify and utilize Celsius, Absolute or Fahrenheit temperature scales. (5.3.B1; 5.3.C1)
24. Understand the implications of the absolute temperature scale. (5.3.B1; 5.3.C1)
25. Know how to convert from one temperature scale to others. (5.3.B1; 5.3.C1)
26. Be familiar with a barometer. (5.3.B1; 5.3.C1; 5.1.B2; 5.1.A4)
27. Use a barometer to obtain pressure readings for use in Gas Law calculations. (5.3.B1; 5.3.C1; 5.1.B2; 5.1.A4)
28. Be familiar with basic postulate of the Kinetic Molecular Theory. (5.3.B1; 5.3.C1; 5.6.B1; 5.6.B2)
29. Calculate volumes at STP and other various conditions. (5.3.B1; 5.3.C1)
30. Be familiar with elements in the various groups listed on the Periodic Table. (5.6.A5; 5.6.A7)
31. Demonstrate a knowledge of the trends in the Periodic Table, including atomic radius, ionization energy, electro negativity and metal and nonmetal character. (5.6.A5; 5.6.A7)
32. Know the concepts of electron structure and how it affects the chemistry of an atom. (5.6.A1;5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.B2)
33. Be familiar with energy levels, subshells and orbitals. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.B2)
34. Demonstrate an understanding of bonding in terms of electron sharing and electron transfer. (5.6.A4; 5.6.B2)
35. Identify ionically or covalently bonded compounds from the properties of ionic and covalent compounds. (5.6.A4; 5.6.B2)
36. Understand the difference between the condensed and gaseous states of matter. (5.3.B1; 5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1)
37. Know how temperature, vapor pressure, boiling point and energy content are related. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.B2)
38. Be able to identify temperature, vapor pressure, boiling point and energy relationships from graphed data. (5.3.B1;5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1)
39. Understand and be able to distinguish between solutions, solvents and solute. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.B2)
40. Know methods of expressing concentration of solutions. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.B2)
41. Be able to calculate the concentration of molar and normal solutions. (5.3.B1; 5.3.C1; 5.3.A1; 5.6.A6; 5.6.B1)
42. Explain rate of reaction in terms of molecular collisions. (5.6.A6; 5.6.B1)
43. Explain chemical equilibrium and equilibrium constant with regard to reaction rates, concentrations, reactants and products and LeChatelier’s principle. (5.6.A6; 5.6.B1; 5.3.A1)
44.
Know the properties of acid and base solutions. (5.6.A6;
5.6.A7)
45. Identify acids and bases from an examination of their properties. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.A4; 5.6.A7)
46.
Understand the concepts of pH, Ka, Kw,
Ksp. (5.6.A6; 5.6.A7; 5.6.B1)
47.
Explain how electron configuration, properties of
elements and chemical properties influence oxidation-reduction reactions. (5.6.A6;
5.6.A7; 5.6.B1; 5.6.B2)
48. Write and balance oxidation-reduction reactions. (5.6.A1; 5.6.A3; 5.6.A8; 5.6.A6; 5.6.B1; 5.6.B2)
49. Understand the need for and comply with laboratory safety procedures. (5.1.B1; 5.1.C1)
50. Recognize contributions in chemistry by important scientists. (5.2.A1; 5.2.B1; 5.2.B3)
51. Apply appropriate use of laboratory equipment and materials to conduct investigations in chemistry. (5.1.B1; 5.1.C1; 5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.A4; 5.1.B2; 5.3.D1; 5.3.A1) (WP.2:2,3,4; WP.3:1,3,6,7,9; WP.4:2,4,10; WP.5:5,6,7,8,9)
52. Apply computer technology and software programs to analyze and present data from investigations in chemistry. (5.4.C1; 5.1.A1; 5.1.A2; 5.1.A3; 5.1.B2; 5.1.A4) (WP.2:1,3,4,5,6,7; WP.3:4,12)
53. Apply mathematical operations to express results of chemistry investigations using graphs and spreadsheets. (5.3.B1; 5.3.D1; 5.3.A1; 5.3.C1) (WP.2:7,8,9)
54. Become aware of career opportunities in areas of chemistry and/or areas related to the engineering and physical sciences. (5.2.A1; 5.2.B1; 5.2.B3) (WP.1:2,3,7,9)
UNIT 1 - MATTER AND CHANGE
Objectives:
Each
student will be able to:
1. Define
chemistry.
2. Describe
and apply the scientific method.
3. Define
matter and its three normal states.
4. Compare
and contrast physical and chemical changes and give examples of each.
5. Classify
a mixture as homogeneous or heterogeneous and give examples of each.
6. Compare
an element and a compound.
7. Write
the chemical names from symbols and vice versa for thirty common elements.
8. State
the law of conservation of mass.
Duration of Time: 1 week
Objectives:
Each student will be able to:
1. Distinguish
between accuracy and precision.
2. Distinguish
between qualitative and quantitative measurement.
3. Express
any real number in scientific notation.
4. Identify
the number of significant figures in a measurement.
5. Determine
the number of significant figures in a calculated result by using rules for
rounding off and give consistent results.
6. List
the SI units of measurement commonly encountered in chemistry.
7. Apply
common prefix names to describe a metric unit.
8. Convert
between metric units with special attention to volume units.
9. Differentiate
between mass and weight of an object.
10. Define
density and its units and calculate density from laboratory data.
11. Convert
between Celsius and Kelvin temperature scales.
12. Calculate
the percent error of an experimentally determined measurement.
Duration of Time: 2 weeks
Objectives:
Each student will be able to:
1. Describe
how to become a better problem solver.
2. List
five steps in problem solving.
3. Construct
conversion factors from equivalent measurements.
4. Apply
dimensional analysis to solve single and multi-step conversion problems.
5. Convert
measurements within the SI system using dimensional analysis.
6. Apply dimensional analysis to solve complex unit conversion problems.
Duration of Time: 3
weeks
Objectives:
Each student will be able to:
1. Define
an atom by applying
2. Differentiate
among protons, neutrons, and electrons in terms of mass and charge.
3. Relate
J.J. Thomson’s and E. Rutherford’s experiments to the discovery of the internal
structure of an atom.
4. Explain
how the atomic number identifies an element.
5. Determine
the number of protons, electrons, and neutrons from atomic and mass number.
6. Explain
how isotopes of an element differ.
7. Explain
why atomic masses of elements are not whole numbers and calculate average atomic
mass.
Duration of Time: 1 week
Objectives:
Each student will be able to:
1. Define
and locate group, period, representative elements and transitional elements.
2. Describe
the process for creating ions and predict ions for representative elements.
3. Distinguish
between ionic and molecular compounds and predict type given the elements which
combine.
4. Distinguish
between empirical formula, molecular formula, and formula unit.
5. Write
the formula from names of common transitional metals combined with nonmetals
and vice versa.
6. Define
a polyatomic ion and write the formula and charge from the name and vice versa.
7. Name
binary ionic and molecular compounds given the formula and vice versa.
8. Name
compounds containing polyatomics given the formula and vice versa.
9. Identify
by name and write formulas for common acids.
Duration of Time: 4
weeks
Objectives:
Each student will be able to:
1. Identify
the mole as the basic SI unit for amount of a substance.
2. Describe
the mole as Avogadro’s number of representative particles.
3. Relate
gfm (gram formula mass) to the mole and mass in terms of grams.
4. Calculate
gfm from the formula or name of the substance.
5. Convert between moles and mass of any substance.
6. Define
the conditions of standard temperature and pressure.
7. Convert
moles to volume at STP and vice versa.
8. Convert
between moles and number of particles and vice versa.
9. Convert
among mass, volume, and particles, using the mole.
10. Calculate
the percent composition of a substance from its formula or experimental mass
data.
11. Determine
the empirical formula of a compound from experimental data.
12. Determine
the molecular formula of a compound from experimental data.
Duration of Time: 2 weeks
Objectives:
Each student will be able to:
1. Identify
reactants and products in a chemical reaction.
2. Write
a chemical reaction using symbols from a written description.
3. Describe
the function of a catalyst and give an example.
4. Balance
chemical equations by changing coefficients.
5. Explain
the usefulness of classifying chemical reaction.
6. Identify
a combination reaction and predict the products. Examples include metal plus nonmetal,
nonmetal oxides plus water, metal oxides plus water.
7. Identify
a decomposition reaction and predict the products for a binary compound into
its elements.
8. Identify
a single replacement reaction and use the activity series of metals and
halogens to predict the products.
9. Identify
a combustion reaction and predict the products.
10. Differentiate
and write ion reactions that are molecular equations, complete ionic, and net
ionic.
11. Describe
and identify spectator ions in ionic equations.
Duration of Time: 3 weeks
Objectives:
Each student will be able to:
1. Calculate
the amount of reactants required or product formed in a nonchemical process.
2. Interpret
balanced chemical equations in terms of interacting moles, representative
particles, masses, and volume of gases at STP.
3. Construct
mole ratios from balanced chemical equations.
4. Apply
mole ratios in calculating mole-mole quantities.
5. Calculate
stoichiometric quantities from balanced chemical equations using units of mass,
representative particles, and volumes of gases at STP.
6. Explain
how limiting reagent affects the amount of reactants.
7. Calculate the theoretical, actual, or percent yield for a chemical reaction.
Duration of Time: 3
weeks
Objectives:
Each student will be able to:
1. Describe
the motion of particles of a gas according to the kinetic theory.
2. Interpret
gas pressure in terms of kinetic theory.
3. Explain
how temperature is a measure of the kinetic energy of particles in a substance.
4. Describe
the nature of a liquid in terms of the attractive forces between particles.
5. Explain
processes of evaporation and condensation using the kinetic theory of gases.
6. Describe
the process of boiling at the particulate level.
7. Describe
the organization and strong forces in solids.
8. Describe
the process of sublimation.
9. Interpret
the phase diagram of water at a given temperature and pressure.
Duration of Time: 1 week
Objectives:
Each student will be able to:
1. Predict
changes in volume and pressure when the number of gas particles in a closed
container change.
2. Calculate
pressure or volume of a contained gas at a constant temperature.
3. Predict
the temperature change of a contained gas when the number of particles of a gas
changes.
4. Calculate
temperature or volume of a contained gas at constant pressure.
5. Calculate
temperature or pressure of a contained gas at constant volume.
6. Use
the combined gas laws to solve for pressure, volume, or temperature.
7. Calculate
the amount of gas at any specified conditions.
8. Calculate
the total pressure of a mixture of gases.
9. Explain
using kinetic theory why equal volumes of gases at the same conditions contain
the same number of particles.
Duration of Time: 2 weeks
Objectives:
Each student will be able to:
1. Determine
the number of valence electrons in a representative element.
2. Describe
the formation and predict the charge of representative cations and anions.
3. Explain
the octet rule and duet rule.
4. Define
isoelectronic and give examples using representative and noble gases.
5. Write
chemical reactions illustrating the formation of ionic bonds.
6. List
physical properties of ionic compounds.
7. Describe
a metallic bonds.
8. List
physical properties of metal resulting from metallic bonding.
9. Explain
the relationship between ionic substances and electrolytes.
Duration of Time: 1
Week
Objectives:
Each student will be able to:
1. Describe
the formation of a single, double, and triple covalent bond between two
nonmetallic elements.
2. Create
electron dot diagrams for covalent molecules.
3. Describe
the formation of a coordinate covalent bond.
4. Describe
the shapes of simple covalently bonded molecules using VSEPR theory.
5. Categorize
a bond as nonpolar, polar covalent, or ionic using electro negativity values.
6. Describe
the relationships between polar bonds and polar molecules.
7. Categorize
simple compounds as polar or nonpolar.
8. Describe
and name the intermolecular forces at work in liquids and solids.
9. Describe the hydrogen bonding in water since it is a polar molecule.
10. Describe
the characteristics of molecular substances.
Duration of Time: 3 weeks
Objectives:
Each student will be able to:
1. Define
solution, aqueous solution, solute, and solvent.
2. Describe
the process of solvation.
3. Predict
whether a solute is soluble in a solvent.
4. List
factors that determine how fast a substance dissolves.
5. Explain
the difference among saturated, unsaturated, and supersaturated solutions.
6. Compare
and contrast the solubility of solids and gases.
7. Apply
Henry’s law to solve gas solubility problems.
8. Define
and work problems involving the molarity of a solution.
9. Describe
the preparation of a dilute solution.
10. Explain an
a particle basis why a solution has a lower vapor pressure, higher boiling
point, and lower freezing point that the pure solvent.
Duration of Time: 2 weeks
UNIT 14 - REACTION
RATES
Objectives:
Each student will be able to:
1. Interpret
and express the meaning of the rate of a chemical reaction.
2. Explain
the molecular process encompassed by the collision theory and illustrated by a
reaction progress versus energy diagram.
3. Explain
key factors which influence reaction rates.
4. Define
chemical equilibrium in terms of a reversible reaction.
5. Predict
changes in the equilibrium position of a reversible reaction.
6. Define
Le Chatelier’s principle.
7. Define
free energy.
8. Show
how changes in entropy relate to changes in state, temperature, and relative
number of products or reactants.
9. Explain
how changes in energy and entropy influence spontaneity of a reaction.
10. Calculate
change in entropy for a reaction using standard entropies.
11. Calculate
the change in free energy of a given reaction.
Duration of Time: 3
weeks
Additional Topics
(optional)
1. Acids, Bases, and
the pH concept
2. Neuralization,
titration, and buffers
3. Redox Reactions
and Electrochemistry
4. Organic compounds
and reactions
5. Nuclear chemistry
Suggested Laboratory
Topics:
·
Scientific Observation & Description
(Inquiry-based lab)
·
Observing Evidence of Interaction (Inquiry-based
lab)
·
Searching for Regularity
·
Identification of a Pure Substance
·
Weighing an Object Immersed in Two Different
Liquids
·
The Masses of Equal Volumes of Gases
·
We’ve Got Avogadro’s Number
·
Empirical Formula Determination
·
Introduction to Chemical Change
·
Types of Chemical Reactions
·
Iron-Copper Sulfate Reaction
·
Copper-Silver Nitrate Reaction
·
Warming & Cooling Behavior of a Pure
Substance
·
The Reaction of Magnesium with Hydrochloric Acid
·
Molecular Formula Determination
·
Think Orbitals
·
Periodic Trends
·
Periodic Properties
·
The Formula of a Hydrate (Inquiry-based lab)
·
Formula of a Hydrate
·
Chemical Bonding
·
Classification of Chemical Substances
·
Energy Effects in Chemical Reactions
·
Energy of Combustion
·
Energy Needed to Melt Ice (Inquiry-based lab)
·
Heat of Reaction
·
Heat of Reaction for Combustion of Magnesium
·
Molar Concentration
·
Reactions Between Ions in Aqueous Solutions
·
A Study of Reaction Rates (Inquiry-based lab)
·
Applying LeChatelier’s Principle
Texts, Resources,
and/or Literature:
Chemistry by Addison-Wesley Publishing Company
Chemistry Lab Manual by Addison-Wesley Publishing
Company
Introductory Chemistry In the Laboratory by James
Hall
Chemistry Research Activities by Alpha Publishing
Company, Inc..
Chemistry by Wilbraham, Staley, Matta, and Waterman,
Prentice Hall, 2000 (5th Edition)
Chemistry: Concepts and Applications Glencoe/McGraw Hill, 2000
CHEMystery – Internet site
Chem Team – Internet site
The American Chemical Society Online – Internet