Course Overview: Chemistry 1 2003350
Purpose of this document: This curricular resource was designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused
curriculum that supports the acquisition of the Florida Standards and NGSSS using Marzano’s Instructional Framework used to teach standards in this course’s course
description. This “road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning tool. Grade level PLCs should use this
document to jumpstart collaborative discussions around the five guiding questions to plan for student learning.
Each unit contains:
 A Unit Overview With Recommended Pacing
 Grouped NGSSS:
o Content Standards: Each unit was designed around a group of related content standards. They describe what students should know, understand, and be
able to do by the end of the unit.
o Science Practices: Practices of Science are ongoing standards that should be intentionally planned for every day in every lesson because of their critical role
in engaging students as scientists.
 A Sample Know, Understand, and Do (KUD) Map
 A Sample Uni-Dimensional, Lesson Scale
Step 0
Chemistry at a Glance 2014-2015
Big Idea: Concepts
Estimated Unit Completion
Unit A: Matter and Change
12 days Quarter 1
Unit B: Measurement
15 days Quarter 1
Unit C: Atomic Structure
15 days Quarter 1
Unit D: Periodic Trends
8 days Quarter 2
Unit E: Bonding
12 days Quarter 2
Unit F: Chemical Nomenclature
12 days Quarter 2
Unit G: Mole Concept
15 days Quarter 3
Unit H: Chemical Reactions
15 days Quarter 3
Unit I: Stoichiometry
15 days Quarter 3
Unit J: Kinetic Theory-Nature of Gases and Liquids
15 days Quarter 4
Unit K: Overview of Thermochemistry and Reaction Rates
12 days Quarter 4
Unit L: Aqueous Systems
12 days Quarter 4
Unit M: Acids and Bases
12 days Quarter 4
Times allotted on this table are subject to modifications based on annual assessment
schedule.
Professional Learning
Communities at Work
!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities
Action Plan: What
are we going to do
about it?
Problem Analysis:
Why is the problem
occurring?
!
!
Inquiry Cycle
Problem
Identification:
What is the
Problem?
Establish Team Norms &
Expectations
!
Clarify & Assign Roles
Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice
Deliver
Instruction
(Teaching)
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?
Choose Common
Assessments &
Standardize Administration
PLC Guiding
Questions
3. How$will$we$design$learning$
experiences$for$our$students?
Build Common Language
and Understanding of
CCSS & Instructional Best
Practices
2. How will we know
if and when they’ve
learned it?
Modify
Instruction and/or
Curriculum Based
on Learning
Data
!
1. What do we
expect all students to
learn?
!
RtI: Evaluate
Instructional
Effectiveness
Is it working?
Implement
Action Plan
Standards taught in this course are the NGSSS for Science that emphasize increased opportunities for laboratory investigations.
This course incorporates the new Common Core College and Career Readiness and Mathematics Standards as shown below.
While the content focus of this course is consistent with the Chemistry I course, Chemistry 1 Honors students will explore these concepts in greater depth. In
general, the academic pace and rigor will be greatly increased for honors level course work. Laboratory investigations that include the use of scientific inquiry,
research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this
course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in a science lab or field collecting
data every week. School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field
that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection
techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of
the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should
understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Instructional Practices to Support Literacy through Common Core- College and Career Readiness Standards
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
 Ensuring wide reading from complex text that varies in length.
 Making close reading and rereading of texts central to lessons.
 Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
 Emphasizing students supporting answers based upon evidence from the text.
 Providing extensive research and writing opportunities (claims and evidence).
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Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)------------------------------------------Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics, information and computer technology, and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.
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Integrate Standards for Mathematical Practice (MP)
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.7.1 Look for and make use of structure.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
.
.
Common Core Literacy/Writing in Science Standards

LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premise, links among ideas, word choice, points of
emphasis, and tone used. Present information, finding, and support evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.
LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.SL.2.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
LAFS.1112.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
LAFS.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in
simpler but still accurate terms
LAFS.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
LAFS.1112.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that
remain unresolved.
LAFS.1112.RST.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address or solve a problem.
LAFS.1112.RST.3.8: Evaluate the hypotheses, data, analysis, and conclusion in a science or technical text, verify the data when possible and corroborating or challenging
conclusions with other sources of information.
LAFS.1112.RST.3.9: Synthesize information from a range of sources, eg texts, experiments, simulations) into a coherent understanding of a process phenomenon, or concept,
resolving conflicting information when possible.
LAFS.1112.RST.4.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently & proficiency.
LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.
 Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
 Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
 Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
 Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
 Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable
stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
 Provide a concluding statement or section that follows from and supports the information or explanation provided .
LAFS.1112.WHST.2.4: Produce clear & coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose & audience.
LAFS.1112.WHST.2.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback.
LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Common Core Math Standards
MAFS.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data displays.
MAFS.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MAFS.912.F-IF.2.4: For a function that models a relationship between 2 quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of the relationship.
MAFS.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
 Graph linear and quadratic functions and show intercepts, maxima, and minima.
 Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
 Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
 Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
 Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, amplitude, using phase shift.
MAFS.912.S-ID.1.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
MAFS.912.S-ID.1.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two
or more different data sets.
MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
MAFS.912.S-ID.1.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets
for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
MAFS.912.S-ID.2.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint,
marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
MAFS.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
 Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context.
Emphasize linear, and exponential models.
 Informally assess the fit of a function by plotting and analyzing residuals.
 Fit a linear function for a scatter plot that suggests a linear association.
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Next Generation Sunshine State Standards
Unit A: Matter and Change
Overview
Content Standards
Nature of Science Practices
Students extend their understanding of matter and atoms as they study physical and chemical
SC.912.P.8.1*
SC.912.N.1.2
properties and changes of matter. Student study the periodic table and become familiar with how
SC.912.P.8.2*
SC.912.N.1.3
elements are organized in the periodic table. Students further develop the language of chemistry and
SC.912.N.1.4*
make relevant learning connections as they are actively engaged in laboratory investigations. Students
SC.912.N.1.5*
understand and practice safe research practices in the classroom laboratory
SC.912.N.1.6*
Fundamental Skills:
SC.912.N.1.7*
SC.912.N.2.1
 Establishing the language of chemistry
SC.912.N.2.2* SC.912.N.2.3
 Familiarity with organization and components of periodic table including but not limited to
periodic tables symbols, atomic number, and atomic mass
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
 Holt Modern Chemistry, Chapters 1
 mixture separation lab
 Pearson, Prentice Hall, Chapter 1, 2
 observation lab/scientific method lab
 lab to teach observations vs. inferences
 conservation of mass lab
 density of pennies lab
 dry ice lab
Science Assessment Supports
Will be added later when resources become
available.
Students should be given an opportunity to develop conclusion essays where they are using ideas from other
valid sources and showing relationships between goals of labs and data collected. This should be continued
throughout the year for lab reports in all units. Inquiry is ongoing throughout the course, and every attempt
should be made to include hypothesizing, experiment writing, and data collection and analysis.
Other Resources
Watch different types of molecules form a solid, liquid, or gas. Add or remove heat and watch the phase change.
Change the temperature or volume of a container and see a pressure-temperature diagram respond in real time .
http://phet.colorado.edu/en/simulation/states-of-matter
Students will pump gas molecules to a box and see what happens as they change the volume, add or remove heat,
change gravity, and more. Measure the temperature and pressure, and discover how the properties of the gas vary
in relation to each other. http://phet.colorado.edu/en/simulation/gas-properties
Literacy and mathematical standards can be tied into this unit by using a real world article (example: antimatter
article)
An excellent site with matter resources: http://www.nclark.net/StudyMatter
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit A: Matter and Change
How does matter undergo change?
Standards: SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.1 Differentiate among the four states of matter.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
• Matter can be characterized by physical or chemical properties, and these properties are important in understanding the change that matter undergoes.
Know
Declarative knowledge: Facts, vocab.,
information
Chemistry is central to all of the sciences.
Physical properties of matter differ from
chemical properties of matter.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Compare and contrast the four states of matter.
Compare and contract physical and chemical properties of matter.
Compare and contrast physical and chemical changes.
Matter is classified as pure substances or
mixtures.
Chemical changes involve changes in
composition of matter.
Classify a sample of matter as a pure substance or mixture and describe how to separate the components of each.
Explain that in any reaction, mass is conserved.
List and describe various guidelines for safety in the chemistry laboratory.
During any physical or chemical change in
matter, mass is conserved.
Lab safety is a very important part of
introductory chemistry.
Key Learning: 12 days
Concept:
Chemistry is
central to all of
the sciences.
Concept:
Laboratory
Safety
Concept:
Differences in
Physical and
Chemical
properties of
matter
Matter can be characterized by physical or chemical properties, and these properties are important in understand the change that
matter undergoes.
Benchmark(s):
Focus Questions:
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific What is involved in the study of
claim is evaluated through scientific argumentation, which depends
chemistry?
on critical and logical thinking, and the active consideration of
alternative scientific explanations to explain the data presented.
How is chemistry central to all of the
SC.912.N.2.1Identify what is science, what clearly is not science, and sciences?
what superficially resembles science (but fails to meet the criteria for
science).
SC.912.N.2.2* Identify which questions can be answered through
science and which questions are outside the boundaries of scientific
investigation, such as questions addressed by other ways of
knowing, such as art, philosophy, and religion.
SC.912.N.2.3Identify examples of pseudoscience (such as astrology,
phrenology) in society.
SC.912.N.1.4*Identify sources of information and assess their
reliability according to the strict standards of scientific investigation.
Benchmark:
Focus Questions:
SC.912.N.1.2*Describe and explain what characterizes science and
What guidelines can be followed in
its methods.
order to perform an experiment in a
safe manner?
Benchmark(s):
SC.912.P.8.2*Differentiate between physical and chemical
properties and physical and chemical changes of matter.
SC.912.P.8.1*
Differentiate among the four states of matter.
Focus Questions:
How is a physical property compared
to a chemical property?
Vocabulary:
Chemistry, scientific method,
hypothesis, experiment, biochemistry,
physical chemistry, applied chemistry
Vocabulary:
Electrical safety, Chemical safety,
Clothing protection, Caustic substances,
Explosion danger, Eye safety, Fire safety,
Heating safety, Gas precaution,
Glassware safety, Hand Safety, Hygienic
care, Proper waste disposal
Vocabulary:
Matter, atom, element, compound,
physical property, chemical property,
extensive property, intensive property
Concept:
Matter can be
changed
physically or
chemically.
Benchmark(s):
SC.912.P.8.2*
Differentiate between physical and chemical properties and physical
and chemical changes of matter.
SC.912.N.1.7*
Recognize the role of creativity in constructing scientific questions,
methods and explanations.
SC.912.N.1.6*
Describe how scientific inferences are drawn from scientific
observations and provide examples from the content being studied.
SC.912.N.1.5*
Describe & provide examples of how similar investigations
conducted in many parts of the world result in the same outcome.
Focus Questions:
What is the difference between a
physical and chemical change?
Vocabulary:
Solid, liquid, gas, plasma, reactants,
products, laws of conservation of energy
and mass.
How can a sample of matter be
separated into its component parts?
Element, compound, mixture,
homogeneous, heterogeneous,
solutions, physical and chemical changes
Next Generation Sunshine State Standards
Unit B: Measurement
Overview
Content Standards
Nature of Science Practices
Students extend their understanding of scientific research as the use appropriate measurement
MAFS.912.N-Q.1.1
SC.912.N.1.1
standards to collect and analyze data. Student will focus on accuracy and precision and how they are
MAFS.912.N-Q.1.3
SC.912.N.1.5*
critical for valid scientific research. Students are able to name and use metric units when measuring
length, volume, mass, temperature, density and energy. Students will be able to identify density of a
substance. Students make relevant learning connections as they are actively engaged in laboratory
investigations. Students understand and practice safe research practices in the classroom laboratory
Fundamental Skills:
 Data collection with appropriate measurement tools.
 Scientific Notation
 Appropriate graphing to visualize data
 Science laboratory safety practices
Resources
Textbook
Laboratory Investigations
 Pearson/Prentice Hall Chemistry,
 Laboratories must be done to introduce students to measurement and graphing, including use of instruments
Chapter 3
to obtain measurements.
 Holt Modern Chemistry, Chapter 2
 Opportunities to convert using dimensional analysis should be provided. Students should complete a density
lab.
 Calculator based labs may be introduced in this unit.
 Students should be given an opportunity to develop conclusion essays where they are using ideas from
other valid sources and showing relationships between goals of labs and data collected. This should be
continued throughout the year for lab reports in all units. Inquiry is ongoing throughout the course, and
every attempt should be made to include hypothesizing, experiment writing, and data collection and
analysis.
Science Assessment Supports
Other Resources
Will be added later when resources become
After the completion of the measurement unit, an extended thinking activity could be done where students are
available.
applying measurement techniques and using calculation and rounding rules after gathering quantitative data. If
the “density of pennies” lab was not completed in unit A, it can be incorporated into unit B.
Literacy and mathematical standards can be tied into this unit by using a real world news article as well (example:
Flight 141 article)
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit B: Measurement
How do measurements change when collecting quantitative data?
SC.912.N.1.1 See below in “Benchmark” section for detail of standard
SC.912.N.1.5 Describe & provide examples of how similar investigations conducted in many parts of the world result in the same outcome
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Quantitative measurements are fundamental to chemistry. There are similarities and differences in quantitative and qualitative data. There are various formats for
graphing data.
Know
Declarative knowledge: Facts, vocab.,
information
Scientific notation is commonly used in
chemical calculations.
Percent error can be calculated from an
experimental procedure and using a formula
(percent error cannot be negative).
Significant figures in a measurement consists of
all the digits known with certainty plus one final
digit which is estimated.
All measured quantities can be reported in SI
units (examples: m, kg, L, K, sec, mol).
Combinations of SI base units form derived
units (g/mL for density)
Some measurements are quantitative and some
are qualitative. Appropriate graphs can be
constructed from quantitative data.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Convert measurements in scientific notation and standard notation. Students should be able to enter scientific
notation properly into a calculator.
Differentiate between accuracy and precision when collecting and analyzing data.
Perform mathematical operations involving significant figures and metric units. To add value to the concept of
significant figures they should be incorporated into lessons and assessments throughout the year.
Name and use metric units when measuring length, volume, mass, temperature, energy, density.
Collect qualitative and quantitative data throughout the year. Given data, use an appropriate format to construct
and analyze a graph.
Key Learning:
Quantitative Measurements are Fundamental to Chemistry
Concept:
Accuracy and
Precision
Benchmark(s):
SC.912.N.1.1*
Define a problem based on a specific body of knowledge, for example:
biology, chemistry, physics, and earth/space science, and do the
following:
1. pose questions about the natural world,
2. conduct systematic
observations,3. examine books and other sources of information to see
what is already known,
4. review what is known in light of empirical
evidence,
5. plan investigations,
6. use tools to gather, analyze, and
interpret data (this includes the use of measurement in metric and other
systems, and also the generation and interpretation of graphical
representations of data, including data tables and graphs),7. pose
answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena
(inferences), 9. use appropriate evidence and reasoning to justify these
explanations to others,10. communicate results of scientific
investigations, and
11. evaluate the merits of the explanations produced
by others.
Focus Questions:
How does accuracy differ from
precision?
Vocabulary:
Scientific notation, accuracy, precision,
accepted value, experimental value,
percent error
Concept:
Significant
Figures
And
Dimensional
Analysis
Benchmark(s):
MAFS.912.N-Q.1.1
MAFS.912.N-Q.1.3
Focus Questions:
How many significant figures
must you round an answer to
when performing multiplication,
division, addition, or subtraction.
Vocabulary:
Significant figures, Quantity, meter,
liter, weight, kilogram, temperature,
Kelvin, Celsius, calorie, joule, derived
unit, volume, density, metric prefixes,
conversion factor, dimensional analysis
Concept:
Density
Benchmark(s):
SC.912.N.1.5* Describe & provide examples of how similar investigations
conducted in many parts of the world result in the same outcome
Concept:
Data Analysis
Benchmark(s):
MAFS.912.N-Q.1.1
MACC.912.F-IF.3.7
What types of metric
conversions can be done using
dimensional analysis?
Focus Questions:
What determines the density of
a substance?
Focus Questions:
What determines the
appropriate format for
constructing a graph for a given
data set?
Vocabulary:
Density, gram, cubic centimeter,
intensive property, milliliter,
direct/indirect relationships
Vocabulary:
Qualitative and quantitative data,
dependent and independent variable,
graph
Next Generation Sunshine State Standards
Unit C: Atomic Structure
Overview
Content Standards
Nature of Science Practices
Students extend their knowledge of scientific research as they study how the understanding of
SC.912.P.8.4*
SC.912.N.1.1
scientific concepts change over time. Students learn about the varied development of the ideas of
SC.912.P.8.5*
SC.912.N.2.4*
atomic models by scientists over time. Students are able to identify particles in the atoms, their
SC.912.P.8.3*
SC.912.N.2.5*
functions, and electron configurations. Students make relevant learning connections as they are
SC.912.N.3.2*
actively engaged in laboratory investigations. Students understand and practice safe research
SC.912.N.3.6*
practices in the classroom laboratory
Fundamental Skills:
 Data collection with appropriate measurement tools.
 Use of models to understand scientific concepts.
Resources
Textbook
Laboratory Investigations
 Prentice Hall Chemistry, Chapters 4 and 5
 An alien periodic table “dry lab” investigation would help students be able to observe chemical and
physical properties.
 Holt Modern Chemistry, Chapters 3 and 4
 Atomic mass of “Beanium” or “Candium” is also important here.
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
A “getting to know” periodic table style project may help students grasp an understanding the organization of the
periodic table.
An excellent site with periodic table resources: http://www.nclark.net/PeriodicTable.html
An excellent site with Atom resources: http://www.nclark.net/Atom
**Many may wish to combine units 3 & 4 into one 20 day unit.
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit C: Atomic Structure
How can you describe the structure of an atom?
SC.912.P.8.3*Describe changes in the atomic model over time and why those changes were necessitated by experimental evidence.
SC.912.P.8.4*Describe the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical
charges and locations within the atom.
SC.912.P.8.5*Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
An atom consists of a nucleus containing protons (atomic number) and neutrons, and electrons are likely to be found in atomic orbitals of certain energies around the
nucleus. The scientific understanding of atoms has changed with a variety of atomic models as they’ve learned more. Although the Bohr and Rutherford models of the
atoms contributed the development of the idea of a nuclear atom, the Quantum Mechanical Model determines allowed energies an electron can have and how likely it
is to find the electron in various locations around the nucleus.
Know
Do
Declarative knowledge: Facts, vocab.,
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
information
Understanding of scientific concepts changes
Compare and contrast the three basic subatomic particles.
over time.
Explain how an atom of one element is different from an atom of another element.
Protons, Neutrons and electrons are three basic
subatomic particles and all contribute to
Explain how the atomic model has changed as scientists learned more about the atom’s structure.
important properties of atoms.
The atomic number (number of protons) and
Atomic mass (Protons and neutrons) and
isotopes (varying numbers of neutrons) are
critical to atom identification.
Atomic Models of John Dalton, Bohr, and
Rutherford and changes over time
Key Learning:
Concept:
Development of
Scientific Knowledge
Concept:
Structure of Atom
Distinguishing
Among Atoms
Concept:
Organizing and
classifying the
elements
An atom consists of a nucleus containing protons (atomic number) and neutrons, and electrons are likely to be found in atomic orbitals
of certain energies around the nucleus.
Benchmark(s):
SC.912.N.2.4*Explain that scientific knowledge is both
durable & robust and open to change. Scientific knowledge
can change because it is often examined and reexamined by
new investigations & scientific knowledge becomes stronger,
leading to its durability.
SC.912.N.2.5*Describe instances in which scientists’ varied
backgrounds, talents, interests, and goals influence the
inferences and thus the explanations that they make about
observations of natural phenomena and describe that
competing interpretation (explanations) of scientists are a
strength of science as they are a source of new, testable ideas
that have the potential to add new evidence to support one or
another of the explanations.
SC.912.N.3.2*Describe the role consensus plays in the
historical development of a theory in any one of the
disciplines of science.
SC.912.P.8.3*Describe changes in the atomic model over time
and why those changes were necessitated by experimental
evidence.
Benchmark(s):
SC.912.P.8.4*Describe the structure of atoms in terms of
protons, neutrons and electrons, and differentiate among
these particles in terms of their mass, electrical charges and
locations within the atom.
SC.912.N.3.6 Describe the function of models in science, and
identify the wide range of models used in science.
Benchmark(s):
S.C.912.P.8.5*
Relate properties of atoms and their position in the periodic
table to the arrangement of their electrons.
Focus Questions:
What are reasons scientific knowledge
might change over time?
How has the atomic model changed as
scientists learned more about the structure
of the atom?
Vocabulary:
Dalton, Thomson, Rutherford, Bohr,
de Broglie, Schrodinger
Nucleus, energy level, quantum,
atomic orbital, principal quantum
number, electron cloud
Focus Questions:
How can you describe the structure of a
nuclear atom as it has evolved through the
years?
Vocabulary:
Atom, cathode ray tube, electron,
proton, neutron, nucleus,
Rutherford
What is the relationship between the
subatomic particles and their charges,
masses, and locations?
Atomic number, isotopes, mass
number, amu, average atomic mass
(calculation)
What makes one element different from
another?
Focus Questions:
What property of elements is used to
organize the modern periodic table?
Where are the metals, nonmetals, and
metalloids located?
How can elements be classified based on
their electron configurations
Vocabulary:
Periodic law, metals, nonmetals,
metalloid, Alkali metals, alkaline
earth metals, halogens, noble gases,
representative elements, transition
metal, inner transition metal
DSBPC Sample Scales
Score 4.0
Score 3.0
Unit C : Atomic Structure SC.912.P.8.4
Chemistry Concept: Structure of Atoms
Sample Scale
PLC Question #2 How will we know when they have learned it?
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
3.5 In addition to score 3.0 performance, in-depth inferences
and applications with partial success
The student:
Investigates and explains the properties, structure and
•explores the scientific theory of atoms (also known as atomic theory) by
properties of atoms and elements using models to describe
describing the structure of atoms in terms of protons, neutrons and
features and characteristics of each.
electrons, and differentiate among these particles in terms of their mass,
electrical charges and locations within the atom.
The student exhibits no major errors or omissions regarding the more
complex ideas and processes
Score 2.0
There are no major errors or omissions regarding the simpler details and
processes as the student:
•recognizes or recalls specific terminology such as:
matter, atoms, protons, neutrons, electrons, transferring
electrons, sharing electrons, nucleus, element, physical
properties, chemical properties, families of elements,
compound, bind
•performs basic processes, such as:
Identifying and describing the properties, structure and
characteristics , electrical charges, of atoms and elements.
However, the student exhibits major errors or omissions regarding the
more complex ideas and processes.
Score 1.0
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
Score 0.0
Even with help, no understanding or skill demonstrated.
Unit D: Atomic Structure
8 days
Overview
Students extend their knowledge of chemistry as they study how the periodic trends have an effect on
bonding, reactivity and other properties. Students make relevant learning connections as they are
actively engaged in laboratory investigations. Students understand and practice safe research
practices in the classroom laboratory
Fundamental Skills:
 Organization of the periodic table
 Fundamental understanding of atomic models
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.4*
SC.912.N.1.1
SC.912.P.8.5*
SC.912.N.4.1
SC.912.P.10.1
SC.912.P.10.9
SC.912.P.10.12
SC.912.P.10.18
Resources


Textbook
Prentice Hall Chemistry, Chapter 6
Holt Modern Chemistry, Chapter 5
Science Assessment Supports
Will be added later when resources become
available.


Laboratory Investigations
Flame test lab helps teach concepts of “excited” electrons in atoms (electromagnetic spectrum).
Classify various unknowns based on their chemical reactivity. Study chemical activity of several metals
available to the chemistry lab. The construction of a color-coded periodic table could give students a
visual interpretation of element classification and periodicity.
Other Resources
http://www.nclark.net/Atom
***Nuclear Chemistry may be better taught at the end of the school year as a “mini unit” along with Organic Chemistry***
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit D: Periodic Groups and Trends
How does periodicity affect major aspects of chemistry?
SC.912.P.8.4 Describe the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical
charges and locations
within the atom.
SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.10.1*Differentiate among the various forms of energy & recognize that they can be transformed from one form to others.
SC.912.P.10.9 Describe the quantization of energy at the atomic level.
SC.912.P.10.18 Compare and contrast the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to
phenomena and applications.
SC.912.P.10.12*Differentiate between chemical & nuclear reactions.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Students will be able to understand how the periodic trends have an effect on bonding, reactivity and other properties.
Know
Declarative knowledge: Facts, vocab.,
information
Periodic groups with the periodic table
Classification of elements as metals, nonmetals,
and metalloids
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Draw the trends on their periodic table
Detect general periodic trends
Label their periodic table from increasing to decreasing values and attach a key for those trends.
Trends of the periodic table including
electronegativity, atomic radius, ionization
energy, electron affinity
Chemical properties can be predicted based on
position on the periodic table (electrons)
An element’s position in the periodic table is a
direct reflection of its electron structure
An atom’s chemical reactivity is a result of
electron configurations in energy levels in the
atom’s structure.
The quantum mechanical model grew out of the
study of light.
Explain the quantum mechanical model as it applies to electron configurations.
(Determination of quantum numbers has been eliminated from AP Chemistry and may no longer need to be included
here. It could be used for extended thinking if time allows.)
Explain the emission of light is fundamentally related to the behavior of electrons.
Key Learning:
Concept:
Periodic Trends
Concept:
Electron
Configurations
Concept:
Electromagnetic
Spectrum
Concept:
Weighted average
and isotopes
Concept:
Nuclear Reactions
Concept:
Nuclear Energy &
Societal Issues
Students will be able to understand how the periodic trends have an effect on bonding, reactivity and other properties.
Benchmark(s):
SC.912.P.8.5*
Relate properties of atoms and their
position in the periodic table to the
arrangement of their electrons.
Benchmark(s):
SC.912.P.8.5*Relate properties of atoms
and their position in the periodic table to
the arrangement of their electrons.
Focus Questions:
What are the trends among the elements for first ionization
energy, atomic size, ionic size, electronegativity, electron
affinity?
Vocabulary:
Atomic radius, ion, cation, anion,
ionization energy, electronegativitiy,
electron affinity, conductivity
Focus Questions:
What are the three rules for writing the electron configurations
of elements?
Benchmark(s):
SC.912.P.10.9*Describe the quantization
of energy at the atomic level.
SC.912.P.10.18*Compare and contrast
the different parts of the
electromagnetic spectrum in terms of
wavelength, frequency, and energy, and
relate them to phenomena and
applications.
Benchmark(s):
SC.912.P.8.4 Describe the structure of
atoms in terms of protons, neutrons and
electrons, and differentiate among these
particles in terms of their mass, electrical
charges and locations within the atom.
Benchmark:
SC.912.P.10.12*Differentiate between
chemical & nuclear reactions.
Focus Questions:
How is the emission of light related to behavior of electrons?
Vocabulary:
Aufbau principle, electron
configuration, Pauli exclusion
principle, Hund’s rule, orbital
notation, shorthand configuration
Vocabulary:
Electromagnetic radiation,
electromagnetic spectrum,
wavelength, frequency, photoelectric
effect, quantum, atomic emission
spectrum, ground state, excited,
photon,
Benchmark(s):
SC.912.P.10.1*Differentiate among the
various forms of energy & recognize that
they can be transformed from one form
to others.
SC.912.N.4.1*Explain how scientific
knowledge & reasoning provide an
empirically-based perspective to inform
society’s decision making.
Focus Question(s):
How are nuclear reactions used to generate power?
Why does nuclear energy have such a large impact on society?
Focus Questions:
How are isotopes of an element similar? How are they different?
How is percent abundance data for an element’s isotopes used
to arrive at the weighted average mass given on the Periodic
Table?
Vocabulary:
Atomic mass, percent abundance,
isotope
Focus Question(s):
What occurs during a nuclear reaction?
How is a nuclear reaction written and balanced?
Vocabulary:
Alpha particle, beta particle, gamma
radiation, fission, fusion, radioactive
decay
Vocabulary:
Energy, reactant, product, nuclear
reaction, atomic bomb, nuclear
warfare
Score 4.0
Score 3.5
3.0
Unit 4: Electrons in Atoms
SC.912.P.8.5, SC.912.P.10.9, SC.912.P.10.18
Learning Progression Scale
How will we know when they have learned it?
PLC Question #2
In addition to 3.0, in-depth inferences & applications that go beyond what was
Student can justify f-block electron configurations that are
taught.
exceptions to the rules, based on knowledge about energy of
electrons.
Students can determine the energy of a mole of photons (rather
than just one photon).
Student investigates/explains to class the reason that x-rays are
detrimental in terms of energy/frequency.
In addition to score 3.0 performance, in-depth inferences & applications with
partial success.
Without major errors or omissions regarding details & processes as the student:
 Student can use an analogy to explain quantization of
 Determines e- configuration of atoms/ions
electrons in an atom.
 Describes the meaning of “quantized” energy changes within atoms &
 Write an electron configuration for Ca or Ca2+.
how this led to the current atomic theory
 Explains the relationship among frequency/wavelength/energy
 Solves problems related to frequency/wavelength/energy

Relate components of electromagnetic spectrum to phenomena and
applications.
2.0
Without major omissions or errors regarding details & processes as the student:
 Recognizes an e- configuration as a particular atom of the PT
 Recalls or recognizes terms such as quanta, etc.
 Identifies/describes the current atomic model
1.0
With prompting and support, partial success at 2.0 content but not at score 3.0
content.
.
Next Generation Sunshine State Standards
Unit E: Bonding
12 days
Overview
Content Standards
Nature of Science Practices
Students extend their knowledge of chemistry as they study how bonding forces hold compounds
SC.912.P.8.6
SC.912.N.1.1
together and other attractive forces, including hydrogen bonding and Van der Waals forces are
SC.912.P.18.12
attractions between discrete molecules. Students make relevant learning connections as they are
actively engaged in laboratory investigations. Students understand and practice safe research
practices in the classroom laboratory
Fundamental Skills:
 An understanding of the role electrons play in the bonding of atoms and properties that
result in the compounds they form
Resources
Textbook
Laboratory Investigations
Prentice Hall Chemistry Chapters 7,8
The use of model kits will greatly facilitate instruction for the bonding unit.
(portions of Chapers 22 and 23)
Holt Modern Chemistry Chapter 6
(portions of Chapter 22)
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
http://www.nclark.net/Compounds
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit E: Bonding
What are the types of bonds and how do they affect properties?
SC.912.P.8.6* Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.
SC.912.L.18.12*Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Bonding forces hold compounds together and other attractive forces, including hydrogen bonding and Van der Waals forces are attractions between discrete molecules.
Know
Declarative knowledge: Facts, vocab., information
Ionic bonding occurs between representative metals and nonmetals tend to form via electron transfer from metal to nonmetal. Covalent bonding occurs between non-metals tend to
consist of shared pairs of electrons.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Construct Lewis dot structures for simple molecules.
Explain that resonance structures must be mentally combined to produce a true molecular picture.
Predict the nature of the bond that forms between two atoms using the periodic table.
Electron affinity is the attraction that an atom exhibits for the
electron pairs that it shares with another bonded atom
The electron affinity values of non-metals tend to be greater than
those of metals, with fluorine having the maximum EN of 4.0 on
the Pauling scale.
The degree of ionic character exhibited by a bond depends upon
the difference in EN of the atoms involved.
The chemical and physical properties of a compound depend
upon the properties of the elements involved, the nature of the
bonds between them and the three dimensional structure of the
particles that result from bond formation.
Additional attractive forces between molecules-(hydrogen bonds,
other dipole-dipole attractions, Van der Waals and dispersion
forces)
Predict the relative numbers of each type of atom in a simple compound composed of
representative elements.
Explain the relationship between physical and chemical properties, bond nature and molecular
shape.
Predict the three dimensional shape and electron cloud distribution for simple molecules.
Distinguish between a polar bond and a polar molecule. Explain that a molecule may contain polar
bonds and still be non-polar overall.
State that hydrogen bonds are relatively strong dipole-dipole forces that exist between molecules
composed of hydrogen bonded to a highly-electronegative nonmetal.
Explain the trend in physical state among the halogens in terms of increasing Van der Waals forces.
Key Learning:
Unit Essential Question:
Bonding forces hold compounds together and other attractive forces, including hydrogen bonding and Van der Waals forces are
attractions between discrete molecules.
What are the types of bonds and how do they affect properties?
Concept:
Nature of the Chemical
Bond
Benchmark(s):
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
Focus Questions:
How do atoms chemically connect to one another?
Vocabulary:
Valence electron, Lewis dot structure,
molecule, formula unit, ionic bond,
molecular (covalent) bond, single
covalent bond, double covalent bond,
triple covalent bond, crystal lattice,
electrolyte, cation, anion, electrostatic
force
Concept:
Molecular Geometry
Benchmarks:
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
Benchmark(s):
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
Benchmark(s):
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
Focus Question:
How can you determine molecular geometries for simple
covalent compounds?
Vocabulary:
Covalent bond, shared pair of electrons,
unshared pair of electrons, molecular
polarity, bond polarity, tetrahedral,
pyramidal, bent, linear
Focus Questions:
How can electronegativity values be used to predict bond
types?
Vocabulary:
Electronegativity, electron, molecule,
formula unit, ionic bond, molecular
(covalent) bond, cation, anion,
electrostatic force, electrolyte
Focus Questions:
How can polarity and three-dimensional shape be predicted?
Vocabulary:
Electronegativity, electron, molecule,
formula unit, ionic bond, molecular
(covalent) bond, cation, anion,
hybridization, lone pair, dipole
Concept:
Electronegativity
Concept:
Shapes and Polarities of
Molecules
Concept:
Inter-particle Forces
Concept:
Basic organic chemistry
Benchmark(s):
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
SC.912.L.18.12*
Discuss the special properties of
water that contribute to Earth’s
suitability as an environment for
life: cohesive behavior, ability to
moderate temperature, expansion
upon freezing, and versatility as a
solvent.
Focus Questions:
What are inter-particle forces and how do they affect
properties?
Benchmark:
SC.912.P.8.6*
Distinguish between bonding
forces holding compounds
together and other attractive
forces, including hydrogen
bonding and van der Waals
forces.
Focus Question:
How do the structures of organic compounds contribute to
their various functions?
Vocabulary:
Electronegativity, electron, molecule,
molecular (covalent) bond, hybridization,
lone pair, dipole, inter-particle forces,
hydrogen bond, Van der Waals force,
dispersion forces, adhesion, cohesion
What properties of water contribute to its unique
characteristics?
Vocabulary:
hydrocarbon, Carbon, covalent bond,
Functional group
***Organic Chemistry was removed from the Bonding Unit due to the fact that no standard specifically addresses organic naming or functional groups and the fact that
it has been removed from the AP Chemistry curriculum. Teachers who have time may find that that unit is worthwhile to address.
Unit F: Chemical Nomenclature
15 days
Overview
Students extend their knowledge of chemistry as they study how to name chemical compounds and
write chemical formulas correctly. Students make relevant learning connections as they are actively
engaged in laboratory investigations. Students understand and practice safe research practices in the
classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.7
SC.912.N.1.1
Fundamental Skills:
 Household chemistry
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapter 9
Holt Modern Chemistry Chapter 7
Science Assessment Supports
Will be added later when resources become
available.
Laboratory Investigations
Extensive practice in order to properly learn nomenclature.
Other Resources
http://www.nclark.net/Compounds
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit F: Chemical Nomenclature
How are chemical compounds named from their respective formulas?
SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Students will understand how to name chemical compounds and write chemical formulas correctly.
Know
Declarative knowledge: Facts, vocab., information
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
The vast diversity of the properties of materials is primarily due to
variations in the forces that hold molecules together
Work with the common polyatomic ions (see reference tables for examples) in terms of how they
are related to chemical formulae
Connections (bonds) form between substances when outer-shell
electrons are either transferred or shared between atoms.
Relate household products to chemical nomenclature.
Practice naming chemical compounds and all different types.
There is a difference between binary ionic, multivalent ions,
polyatomic ions, and covalent naming
Basic acid nomenclature
How concept oxidation numbers are affected (ionic compounds)
or unaffected (covalent compounds)
Develop a flowchart (concept map) for naming chemical compounds using the rules for
nomenclature.
Key Learning:
Concept:
Naming Ions
Concept:
Naming and writing
formulas for ionic
compounds.
Concept:
Naming and Writing
Formulas for Molecular
Compounds
Concept:
Nomenclature for acids
and bases
Concept:
Laws Governing Formulas
and Names
Students will understand how to name chemical compounds and write chemical formulas correctly.
Benchmark(s):
SC.912.P.8.7*
Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
Benchmark(s):
SC.912.P.8.7*
Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
Benchmark(s):
SC.912.P.8.7*
Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
Benchmark(s):
SC.912.P.8.7*
Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
Benchmark(s):
SC.912.P.8.7*
Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
Focus Questions:
How are monatomic ions similar and different from polyatomic ions?
Vocabulary:
Monatomic ion, cation, anion,
transition metal ions,
polyatomic ion,
Focus Questions:
What rules do you follow when you name and write formulas for ionic
compounds?
Vocabulary:
Binary compound, metal,
nonmetal, cation, anion,
subscript, polyatomic ion,
Focus Questions:
What rules do you follow when you name and write formulas for
molecular compounds?
Vocabulary:
Molecule, prefix, “di”, “tri”
(etc),
Focus Questions:
What rules do you follow when you name and write formulas for acids
and bases?
Vocabulary:
Acid, base, hydrogen ion,
hydroxide ion
Focus Questions:
What are the two laws that describe how compounds form?
Vocabulary:
Law of definite proportion and
law of multiple proportions
Unit G: Mole Concept
15 days
Overview
Students extend their knowledge of chemistry as they study how to apply the mole concept and the
law of conservation of mass to calculate quantities of chemicals participating in reactions. Students
make relevant learning connections as they are actively engaged in laboratory investigations. Students
understand and practice safe research practices in the classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.9
SC.912.N.1.1
Fundamental Skills:
 Students should be able to solve extensive problems around the mole concept
 Science laboratory safety practices including an SDS.
Resources
Textbook
Laboratory Investigations
Prentice Hall Chemistry Chapter 10
Mole conversions require practice for comprehension, therefore it is assumed that several days can be spent
Holt Modern Chemistry Chapter 7
developing this process.
Science Assessment Supports
Will be added later when resources become
available.
Typical laboratory: Determining the Empirical Formula of Magnesium Oxide (use of crucible), Percent Composition
(of a hydrate), and/or the Penny lab are all possibilities for this unit
Other Resources
http://www.nclark.net/ChemicalQuantities
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit G: Mole Concept
Why is the mole a necessary unit for chemists and how is it used?
SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The mole is the chemist’s counting tool. It the SI fundamental unit for amount of matter. The mole concept is applied the mole concept and the law of conservation of
mass to calculate quantities of chemicals participating in reactions.
Know
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Skills, strategies and processes that are transferrable to
other contexts.
Chemists use the mole to express the number of particles in a sample of matter. 1 Define the mole.
mole = 6.022 X 1023 particles (Avogadro’s number).
Determine the mass in grams of one mole of any element or compound, given the
The mass of a single particle of an element or compound is determined relative to
formula.
1/12th the mass of an atom of carbon isotope 12, and is expressed in atomic mass
units (amu).
Given appropriate data, calculate the weighted average atomic mass of an
element from percentage abundance data.
The definition and characteristics of Isotopes.
Determine the percent composition of a compound, given its formula.
The difference between the atomic mass for an element given on the Periodic
Table of the Elements and the molar mass of an element or compound .
Determine the empirical formula of a compound given percent composition data.
Molar mass is numerically equivalent to the atomic mass for an element or sum of
the atomic masses for a compound.
How to calculate the percent composition by mass for any compound, e.g, CH 4 =
(4g/16g)(100) = 25% hydrogen.
The empirical formula of a compound is the simplest ratio among the number
particles of each element in the compound and can determined from percent
composition data for the compound.
The molecular formula is the true ratio among the number particles of each
element in the compound and can be determined from the empirical formula,
provided the molar mass of the compound is known.
Use a compound’s empirical formula and molar mass to determine its molecular
formula.
Key Learning:
Unit Essential Question:
Concept:
The Mole and the Atomic
and Molar Mass
Concept:
Molar Mass Concept
(Conversions)
Concept:
Percent Composition
Concept:
Empirical and Molecular
Formulas
The mole is the chemist’s counting tool. It the SI fundamental unit for amount of matter.
Why is the mole a necessary unit for chemists and how is it used?
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of
chemicals participating in
reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of
chemicals participating in
reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of
chemicals participating in
reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of
chemicals participating in
reactions.
Focus Questions:
What is a mole in chemistry and why is such a unit necessary?
What are atomic and molar mass and how are they determined from the
periodic table?
Vocabulary:
Mole, atomic mass, molar
mass, atomic mass unit
Focus Questions:
How is molar mass used in conversions? (gram -> mol; Liter -- mol;
Representative Particles - mol)
Vocabulary:
Representative particle, atom,
molecule, ion, dimensional
analysis, mole, molar mass
Focus Questions:
How is percent composition determined for a compound?
Vocabulary:
Atomic mass, molar mass,
atomic mass unit, percent
composition
Focus Questions:
How can a compound’s empirical and molecular formulas be determined
from experimental data?
Vocabulary:
Percent composition, gram to
mole conversion, mole ratio,
empirical formula, molecular
formula
Unit H: Chemical Reactions
15 days
Overview
Students extend their knowledge of chemistry as they study about chemical compounds reactions.
During chemical reactions, atoms in reactants are rearranged to form the products, and the law of
conservation of mass is observed. Students make relevant learning connections as they are actively
engaged in laboratory investigations. Students understand and practice safe research practices in the
classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.8
SC.912.N.1.1
SC.912.P.8.10
Fundamental Skills:
 Balancing equations
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapter 11
Holt Modern Chemistry Chapter 8
Laboratory Investigations
Every attempt should be made to allow students to conduct observational experiments where they are classifying
each type of reaction, observing the chemical properties/changes during the reactions and writing balanced equations
for the reactions observed.
Lab Resources: Types of Chemical Reaction Lab; Virtual Lab link for Single Replacement:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/redox/home.html
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
http://www.nclark.net/ChemicalReactions
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit H: Chemical Reactions
What are the types of chemical reactions and how does the law of conservation of mass apply?
SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.10 Describe oxidation-reduction reactions in living and non-living systems.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
In various types of chemical reactions, reactants always yield products and the law of conservation of mass is always observed (equations for reactions are balanced).
Know
Declarative knowledge: Facts, vocab., information
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
How to identify if equations are balanced or not
Balance Chemical equations starting with easier problems and working up to harder problems.
Different types of chemical reactions (including
oxidation/reduction chemistry)
Identify the different types of chemical reactions (including oxidation/reduction chemistry)
Terminology for products/reactants and when a product is used
up completely is “limiting” and not used up it is in “excess”
Complete labs on chemical reactions in order to be familiar with proper types of measurements
and how the rules of conservation of mass apply.
Write complete ionic equations and cancel spectator ions to determine the net ionic equation.
Law of conservation of mass
Products of a chemical reaction can be predicted
A net ionic equation can be written from a reaction
that occurs in aqueous solution
Relationship of oxidation-reduction reactions when one atom in
the reaction loses electrons (oxidation) and the other atom in the
reaction gains electrons (reduction).
Identify the state symbols in a chemical reaction and what they mean (g,l,s,aq) (energy may also be
incorporated)
Key Learning:
Unit Question:
During chemical reactions, atoms in reactants are rearranged to form the products, and the law of conservation of mass is observed.
What are the types of chemical reactions and how does the law of conservation of mass apply?
Concept:
Balancing Chemical
Equations
Benchmark(s):
SC.912.P.8.8*
Characterize types of chemical
reactions, for example: redox, acidbase, synthesis, and single and double
replacement reactions.
Focus Questions:
What are the steps in writing a balanced chemical equation?
Vocabulary:
Chemical equation, skeletal
equation, balanced equation,
coefficient, subscript, formula
Concept:
Types of Chemical
Reactions
Benchmark(s):
SC.912.P.8.8*
Characterize types of chemical
reactions, for example: redox, acidbase, synthesis, and single and double
replacement reactions.
Focus Questions:
What are the five general types of reactions?
Vocabulary:
Combination (synthesis),
decomposition, single replacement,
double replacement, activity series,
combustion
Concept:
Predicting Products of
Reactions
Benchmark(s):
SC.912.P.8.8*
Characterize types of chemical
reactions, for example: redox, acidbase, synthesis, and single and double
replacement reactions.
Focus Questions:
How can you predict the products of the various types of
reactants?
How can you write net ionic equation?
Vocabulary:
Combination, decomposition, single
replacement, double replacement,
activity series, combustion,
spectator ion, net ionic equation
Concept:
Oxidation-Reduction
Benchmark(s):
SC.912.P.8.10
Describe oxidation-reduction reactions
in living and non-living systems.
Focus Questions:
What occurs during an oxidation-reduction reaction?
Vocabulary:
Electron, oxidation, reduction,
oxidation number
Unit I: Stoichiometry
15 days
Overview
Students extend their knowledge of chemistry as they study how stoichiometry can be used to
determine the amounts of reactants and products in a chemical reaction. They learn to determine the
relative amounts of reactants and products used or produced in a reaction given the balances reaction
expression and mass or mole data on one of the reaction components. Students make relevant
learning connections as they are actively engaged in laboratory investigations. Students understand
and practice safe research practices in the classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.7
SC.912.N.1.1
Fundamental Skills:
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapter 12
Holt Modern Chemistry Chapter 9
Laboratory Investigations
Although there are four lessons, the practice needed to develop understanding of stoichiometric concepts and
laboratory for percent yield will consume more than four days.
Amount of CO2 produced from the reaction of baking soda and vinegar – Inquiry based.
Percent composition of a hydrate lab
Virtual Hydrate lab link: http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/percenttutorial.htm
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
http://www.nclark.net/ChemicalReactions
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit I: Stoichiometry
How can stoichiometry be used to determine the amounts of reactants and products in a chemical reaction?
SC.912.P.8.9
Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Since mass is always conserved in chemical processes, it is possible to determine the relative amounts of reactants and products used or produced in a reaction given
the balances reaction expression and mass or mole data on one of the reaction components. In the case of gases, volume may also be used as long as the gases are at
STP.
Know
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Skills, strategies and processes that are transferrable to other
contexts.
Mass is always conserved in chemical reactions; number of moles of
State the Law of Conservation of Mass.
reactant and product particles may or may not be conserved.
Balance chemical reactions.
Chemists use the mole, the S.I. fundamental unit for counting particles,
to express the number of particles in a sample of matter. 1 mole = 6.022 Calculate the relative amounts of reactants and products in a chemical reaction system,
X 1023 particles.
given appropriate data.
The coefficients in a balanced equation give the simplest whole-number
ratio among the number of moles of reactants and products in an ideal
reaction.
Given appropriate data, calculate the percent yield for a process that is non-ideal.
Determine the volume of a gaseous product or reactant after solving for or being provided
with mass or number of moles, temperature and pressure.
Most reactions are non-ideal, i.e., they do not run to 100% completion.
A percent yield can be calculated to determine the amounts of
product(s) present at equilibrium.
Define limiting reactant as the starting material that is used up first in a chemical reaction.
The coefficients in a balanced equation along with data concerning the
mass of any reactant or product can be used to calculate the amounts of
any other reaction component using the rules of stoichiometry.
Where the amount of more than one reactant is
known, the reactant that is used up first must be determined in order to
solve for the amount(s) of other materials used or produced.
Determine the limiting reactant given appropriate data.
Key Learning:
Unit Essential Question:
Concept:
Chemical Quantities and
Conservation of Mass
Concept:
Stoichiometric
calculations in ideal
reactions
Concept:
Limiting reactant
Concept:
Percent Yield
Because mass is conserved in chemical processes the information provided by a balanced equation for a reaction can be used to
determine the amounts of reactants and products involved.
How can stoichiometry be used to determine the amounts of reactants and products in a chemical reaction?
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of chemicals
participating in reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of chemicals
participating in reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of chemicals
participating in reactions.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the
law of conservation of mass to
calculate quantities of chemicals
participating in reactions.
Focus Questions:
In terms of what quantities can you interpret a
balanced chemical equation? (A)
Vocabulary:
Reactant, product, coefficient, subscript,
conservation of mass, mole, gram, liter, atom,
molecule
Focus Questions:
What is the general procedure for solving
stoichiometric problems using mole ratios? (A)
Focus Questions:
How can the reactant that is used up first be
determined from reaction data? (A)
Vocabulary:
Reactant, product, coefficient, subscript,
conservation of mass, mole ratio, mass-mole
calculation, mass-mass calculation, volumevolume calculation (other calculations involving
balanced equations)
Vocabulary:
Balanced equation, mole ratio, limiting reactant,
excess reactant
Focus Questions:
How is the percent yield determined for a non-ideal
reaction? (ET)
Vocabulary:
Limiting reactant, excess reactant, actual yield,
theoretical yield, percent yield
Unit J: The Nature of Gases and Liquids
15 days
Overview
Students extend their knowledge of chemistry as they study kinetic theory and how it defines gas
behavior and properties of gases and liquids. Students make relevant learning connections as they are
actively engaged in laboratory investigations. Students understand and practice safe research
practices in the classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.10.5
SC.912.N.1.1
SC.912.P.12.10
SC.912.N.3.1
SC.912.P.12.11
Fundamental Skills:
 States of matter
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapters 12 & 13
Holt Modern Chemistry Chapter 10 & 11
Laboratory Investigations
A laboratory (ex: calculator based lab involving Boyle’s Law concepts) would be conducted where students are
collecting data, graphing and interpreting the graph.
Volatile Liquids can be used for lab investigations involving the determination of molar mass and the ideal gas law.
Virtual Lab Link: http://jersey.uoregon.edu/vlab/Pison/ (Charles’ & Boyle’s Laws)
Boyle’s Law Virtual Lab Link:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/gaslaw/boyles_law.swf
Science Assessment Supports
Will be added later when resources become
available.
Charles’ Law Virtual Lab Link:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/gaslaw/charles_law.html
Molar Volume of a Gas Lab is also possible
Other Resources
Instruction involving “gas laws” cannot occur in 1 lesson. Gas law concepts should be introduced and developed
over several days.
http://www.nclark.net/GasLaws
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect
all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will
look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use
with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential
for mastery.
Unit J: The Nature of Gases and Liquids
What properties of gases and liquids emerge as a result of kinetic theory?
SC.912.P.10.5
Relate temperature to the average molecular kinetic energy
SC.912.P.12.10 Interpret the behavior of ideal gases in terms of kinetic molecular theory.
SC.912.P.12.11 Describe phase transitions in terms of kinetic molecular theory.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Students will understand the concept of kinetic theory and how it relates to properties of gases and liquids
Know
Declarative knowledge: Facts, vocab., information
Identify different gas laws and be able to use their corresponding formulas.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other
contexts.
Identify different gas laws and be able to use their corresponding formulas.
How to algebraically rearrange the gas law expression.
Students will be able to convert between different units of pressure.
Concepts of STP , ideal and non-ideal gas
Students will do extensive practice problems on the gas laws, especially the ideal gas
law.
Concept of pressure and the different units, which accompany it.
Students will explain what is meant by boiling point of a liquid.
The use of stoichiometry in relation to gas laws
Explain the use of stoichiometry in relation to gas laws.
Proportionality of Kelvin temperature of a substance to the average kinetic
energy of the particles of the substance.
The interplay between the disruptive motions of particles in a liquid and the
attractions among the particles determines the physical properties of liquids.
In a system at constant vapor pressure, a dynamic equilibrium exists
between the vapor and the liquid. The rates of evaporation and
condensation are equal.
At a temperature at which the particles throughout a liquid have enough
kinetic energy to vaporize, the liquid begins to boil
Key Learning:
Unit Essential Question:
Students will understand kinetic theory and how it defines gas behavior and properties of liquids.
What properties of gases and liquids emerge as a result of kinetic theory?
Concept:
Kinetic Theory
Benchmark(s):
SC.912.P.10.5*
Relate temperature to the average
molecular kinetic energy
SC.912.N.3.1Explain that a scientific
theory is the culmination of many
scientific investigations drawing
together all the current evidence
concerning a substantial range of
phenomena; thus, a scientific
theory represents the most
powerful explanation scientists
have to offer.
Focus Questions:
What are the three assumptions of the kinetic theory
as it applies to gases?
Vocabulary:
Kinetic Theory, Atmospheric Pressure, Absolute Zero,
STP, properties of gases: space, mass, no definite
shape, elastic collisions, compressibility, fluidity, low
density, expands to fill containers, average kinetic
energy, Kelvin temperature
Concept:
Gas Laws
Benchmark(s):
SC.912.P.10.5*
Relate temperature to the average
molecular kinetic energy.
Focus Questions:
What are the formulas for the different gas laws and
how can variables within the equations be solved?
Vocabulary:
Temperature, pressure, volume, mole, Boyle’s Law,
Gay-Lussac’s Law, Charles’ Law, Ideal Gas Law,
Dalton’s Law of Partial Pressure, Avogadro’s Law, gas
constant “R”, Stoichiometry of Gases
Concept:
Ideal Gases
Benchmark(s):
SC.912.P.12.10*
Interpret the behavior of ideal gases
in terms of kinetic molecular theory.
Benchmark(s):
SC.912.P.10.5*
Relate temperature to the average
molecular kinetic energy.
Benchmark(s):
SC.912.P.12.11*
Describe phase transitions in terms
of kinetic molecular theory.
SC.912.L.18.12*
See bonding unit
Focus Questions:
What is the behavior of an ideal gas in terms of
kinetic molecular theory?
Vocabulary:
Real Gas
Ideal Gas
Focus Questions:
How do you convert between pressure units?
Vocabulary:
Dimensional analysis, atmosphere, mm Hg, Pascal
Focus Questions:
What factors determine the physical properties of
liquids?
Under what conditions does boiling occur in a liquid?
Vocabulary:
Vaporization, vapor pressure, boiling point, normal
boiling point
Concept:
Conversion
between Units
Concept:
Nature of Liquids
Unit K: Overview of Thermochemistry and Reaction Rates
12 days
Overview
Students extend their knowledge of chemistry as they study how chemical reactions can be studied in
terms of energy changes and in terms of reaction rates. Students make relevant learning connections
as they are actively engaged in laboratory investigations. Students understand and practice safe
research practices in the classroom laboratory.
Fundamental Skills:
 Chemical Reactions
 Science laboratory safety practices including an SDS.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.10.1
SC.912.N.1.1
SC.912.P.10.2
SC.912.P.10.4
SC.912.P.10.6
SC.912.P.10.7
SC.912.P.12.12
SC.912.P.12.13
Resources
Textbook
Prentice Hall Chemistry Chapters 17, 18
Holt Modern Chemistry Chapters 16, 17, 18
Laboratory Investigations
Calorimeter Lab
Citric Acid + Baking Soda = endothermic reaction
Mg metal + HCl = exothermic reaction
(See Vernier Lab Manual for Chemistry)
Students should draw and interpret a potential energy diagram of a chemical reaction.
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
Virtual Heat Lab Link:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/thermochem/heat_metal.html
http://www.nclark.net/ChemicalReactions
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit K: Overview of Thermochemistry and Reaction Rates
How can you describe chemical reactions in terms of energy changes and in terms of the rate at which they occur?
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2 Differentiate among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states
of matter.
SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes.
SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction
SC.912.P.12.13 Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Energy changes that occur during chemical reactions can be shown by writing thermochemical equations. Various factors contribute to the rate in which a chemical
reaction proceeds.
Know
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Skills, strategies and processes that are transferrable
to other contexts.
The flow of heat from a warmer object to a cooler object.
Complete a laboratory involving an endothermic reaction and an exothermic
reaction.
A system gains heat in an endothermic process, and loses heat in an exothermic
process.
Predict and then analyze the reactions in terms of heat loss/heat gained.
Heat flow is measured with two common units, the calorie and the joule.
In calorimetry, the heat released and absorbed by a system equals the heat released or
absorbed by its surroundings.
The enthalpy change for a reaction can be treated like any other reactant or product.
How the rate of a chemical reaction is expressed and what it depends upon
temperature, concentration, particle size, and the use of a catalyst.
An activation energy barrier must be crossed before reactants are converted to
products
At chemical equilibrium, no net change occurs in the actual amounts of the
components of the system (reversible reaction concept).
Draw and interpret a potential energy diagram, showing an understanding of
initial energy of reactants, activation energy, and final energy of products.
Interpret and use the equation to calculate the specific heat of a substance (C
= q / m X ∆T)
Complete laboratories and explain the various factors that affect reaction
rates.
Key Learning:
Unit Essential Question:
Concept:
Endothermic vs.
Exothermic
reactions
Chemical reactions can be studied in terms of energy changes and in terms of reaction rates.
How can you describe chemical reactions in terms of energy changes and in terms of the rate at which they occur?
Benchmark(s):
SC.912.P.10.1*
Differentiate among the various forms of energy and recognize
that they can be transformed from one form to others.
SC.912.P.10.2
Differentiate among open, closed, and isolated systems and
explain that the total energy in an isolated system is a conserved
quantity.
Focus Questions:
What happens during endothermic and
exothermic reactions?
Vocabulary:
Thermochemistry, chemical potential
energy, heat, system, surroundings,
law of conservation of energy,
endothermic, exothermic,
thermochemical equation
Focus Questions:
What is the relationship between heat
specific heat and heat capacity?
Vocabulary:
Heat capacity, specific heat, calorie,
joule, mass, change in temperature,
calorimetry, enthalpy
Vocabulary:
Rate, collision theory, activation
energy, activated complex, transition
state, temperature, concentration,
particle size, catalyst
Vocabulary:
Reversible reaction, forward
reaction, reverse reaction, rate
dynamic chemical equilibrium,
LeChateler’s Principle, concentration,
temperature, pressure
SC.912.P.10.6*
Create and interpret potential energy diagrams, for example:
chemical reactions, orbits around a central body, motion of a
pendulum.
Concept:
Specific Heat
SC.912.P.10.7*
Distinguish between endothermic and exothermic chemical
processes.
Benchmark(s):
SC.912.P.10.4
Describe heat as the energy transferred by convection,
conduction, and radiation, and explain the connection of heat to
change in temperature or states of matter.
Concept:
Rates of Reaction
Benchmark(s):
SC.912.P.12.12*
Explain how various factors, such as concentration, temperature,
and presence of a catalyst affect the rate of a chemical reaction.
Focus Questions:
What four factors influence the rate of a
chemical reaction?(A)
Concept:
Equilibrium
Benchmark(s):
SC.912.P.12.13*
Explain the concept of dynamic equilibrium in terms of reversible
processes occurring at the same rates.
Focus Questions:
What is a reversible reaction? (ET)
Unit L: Aqueous Systems
12 days
Overview
Students extend their knowledge of chemistry as they study how to calculate the concentration of a
chemical solution. They learn about factors that contribute to the solubility of a substance. They study
water chemistry as water is the universal solvent. Students make relevant learning connections as
they are actively engaged in laboratory investigations. Students understand and practice safe research
practices in the classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.6
SC.912.N.1.1
SC.912.P.8.2
SC.912.P.8.9
SC.912.P.8.11
Fundamental Skills:
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapters 15, 16
Holt Modern Chemistry Chapters 12, 13
Science Assessment Supports
Will be added later when resources become
available.
Laboratory Investigations
Precipitation Lab
Other Resources
Concepts involving water chemistry (hydrogen bonding, unique properties, molarity) are included in higher classes
such as AP Biology.
If time allows, honors chemistry students can explore colligative properties and do calculations involving molality,
another concentration unit; however this content has been removed from the AP Chemistry curriculum.
http://www.nclark.net/Solutions
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit L: Aqueous Systems
How can you calculate the concentration of a chemical solution?
SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.
SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Water has special properties and is a universal solvent.
Know
Declarative knowledge: Facts, vocab., information
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Water has unique properties that result from hydrogen bonding.
State the various properties of water that result from hydrogen bonding.
In a solution, a solvent dissolves the solute, and the solute
becomes dispersed in the solvent.
Make simple solutions and analyze the solutions in terms of solute and solvent.
Distinguish between electrolytes and nonelectrolytes.
In the dissolving process, individual solute ions break away from
the crystal. Solvation occurs when the solvent molecules
surround the negatively and positively charged particles.
All ionic compounds are electrolytes because they dissociate into
ions and thus conduct electricity.
Solubility of a substance depends upon the nature of the solvent
and the solute, and the rate of solvation depends on certain
factors.
To calculate the molarity of a solution, divide the moles solute by
the volume of solvent in liters.
Test various solutions for electrolyte properties.
Calculate the concentration of solutions in terms of molarity.
Key Learning:
Unit Essential Question:
Many solutions have water as the solvent.
How can you calculate the concentration of a chemical solution?
Concept:
Water properties
Benchmark(s):
SC.912.P.8.6*
Distinguish between bonding forces
holding compounds together and
other attractive forces, including
hydrogen bonding and van der
Waals forces.
Focus Questions:
What unique properties of water result from
hydrogen bonding?
Vocabulary:
Hydrogen bond, surface tension, surfactant,
vapor pressure, structure of ice
Concept:
Solvation
Benchmark(s):
SC.912.P.8.11*
Relate acidity and basicity to
hydronium and hydroxyl ion
concentration and pH.
Benchmark(s):
SC.912.P.8.2*
Differentiate between physical and
chemical properties and physical and
chemical changes of matter.
Benchmark(s):
SC.912.P.8.9*
Apply the mole concept and the law
of conservation of mass to calculate
quantities of chemicals participating
in reactions.
Focus Questions:
What happens in the solution process?
Vocabulary:
Aqueous solution, solvent, solute, electrolyte,
nonelectrolyte, strong electrolyte, weak
electrolyte, acid, base, hydrate
Focus Questions:
How is solubility usually expressed?
Vocabulary:
Factors affecting solution formation, solubility,
saturated solution, grams solute per 100 grams
solvent, miscible, immiscible, factors affection
solubility, temperature, pressure
Vocabulary:
Concentration, dilute, concentrated, molarity
(M)
Concept:
Solubility
Concept:
Molarity concentration
Focus Questions:
How do you calculate the molarity of a solution?
Unit M: Acids and Bases
15 days
Overview
Students extend their knowledge of chemistry as they study how to name chemical compounds and
write chemical formulas correctly. Students make relevant learning connections as they are actively
engaged in laboratory investigations. Students understand and practice safe research practices in the
classroom laboratory.
Next Generation Sunshine State Standards
Content Standards
Nature of Science Practices
SC.912.P.8.8.
SC.912.N.1.1
SC.912.P.8.
SC.912.N.3.4
SC.912.L.17.16
Fundamental Skills:
 Science laboratory safety practices including an SDS.
Resources
Textbook
Prentice Hall Chemistry Chapter 19
Holt Modern Chemistry Chapters 14 & 15
Laboratory Investigations
The red cabbage lab provides an interesting and motivating exercise for students to be introduced to acids and bases
(various formats can be found on the internet)
HCl and NaOH titration using phenolthalein.
Science Assessment Supports
Will be added later when resources become
available.
Other Resources
This unit lends itself to a review of double replacement reactions.
(pH) concept and calculations may take more than one day for building concepts and practice.
Dimensional analysis can be used to complete calculations from a titration to standardize and acid or base solution (a
typical titration could be the standardization of a NaOH solution using phenolthalein as the indicator)
Virtual Titration Lab Link:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html
pH of Household Lab, Acid-Base Indicator Lab, and Titration Lab are all possibilities
http://www.nclark.net/AcidsBases
Unpacking the Standard: What do we want students to Know, Understand and Do (KUD):
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all
students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and
sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students).
When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit M: Acids an Bases
How can you describe acid and base solutions in terms of properties and reactivity?
SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion,
and surface and groundwater pollution.
SC.912.N.3.4 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
A large concentration of hydrogen ions in a solution contributes to the strong acidity and low pH of the solution. (pH) is a measure of the acidity or basicity of a solution
and is based on the concentration of [H+] in solution.
Know
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Acids taste sour, bases taste bitter and feel slippery. Both are
electrolytes and cause indicators to change colors.
Explain the properties of acids and bases.
Calculate concentrations of [H+] and [OH-} in solutions.
In an aqueous solution, an Arrhenius acid yields hydrogen ions
and an Arrhenius base yields hydroxide ions.
For an aqueous solution, the product of [H+] and [OH-] equals 1.0
X 10 –14.
Determine and analyze pH of solutions based on concentrations of hydrogen and hydroxide ions.
Name and write formulas for common strong and weak acids.
Write balanced neutralization reaction equations (acid + base - salt + water)
On the pH scale, 1 is strongly acid, 7 is neutral, and 14 is strongly
basic.
The acid and base form of an indicator have different colors in
solutions.
An acid and a base react to produce a salt and water.
The point of neutralization is the endpoint of a titration.
Perform a titration and do calculations based on the balanced equation for the acid and base
reaction (standardize an acid or base solution).
Key Learning:
Unit Essential Question:
Concept:
Acid and Base properties
Concept:
Hydrogen Ions and
Acidity
Concept:
Neutralization Reactions
and Titrations
A large concentration of hydrogen ions in a solution contributes to the strong acidity and low pH of the solution.
How can you describe acid and base solutions in terms of properties and reactivity?
Benchmark(s):
SC.912.P.8.11*
Relate acidity and basicity to hydronium and hydroxyl
ion concentration and pH.
SC.912.L.17.16
Discuss the large-scale environmental impacts
resulting from human activity, including waste spills,
oil spills, runoff, greenhouse gases, ozone depletion,
and surface and groundwater pollution.
SC.912.N.3.4
Explain that scientific laws are descriptions of specific
relationships under given conditions in nature, but do
not offer explanations for those relationships.
Benchmark(s):
SC.912.P.8.11*
Relate acidity and basicity to hydronium and hydroxyl
ion concentration and pH.
Focus Questions:
What are the properties of acids and
bases?
Vocabulary:
Monoprotic acid, diprotic acid,
triprotic acid, properties of acids,
properties of bases
Focus Questions:
How is the hydrogen ion concentration
used to classify a solution as neutral, acidic,
or basic?
Vocabulary:
Hydrogen ion, hydroxide ion, ionproduct constant, pH, acidic solution,
basic solution, alkaline, neutral
solution, indicator
Benchmark(s):
SC.912.P.8.8*
Characterize types of chemical reactions, for example:
redox, acid-base, synthesis, and single and double
replacement reactions.
Focus Questions:
What are the products of the reaction of an
acid with a base? (ET)
Vocabulary:
Neutralization reaction, double
replacement reaction, equivalence
point, standard solution, titration,
endpoint
What role does strong acidity and low pH
have on large scale environmental hazards?
***Organic Chemistry was removed from the Bonding Unit due to the fact that no standard specifically addresses organic naming or functional groups and the fact that it has
been removed from the AP Chemistry curriculum. Teachers who have time may find that that unit is worthwhile to address.
***Quantum number designation was removed from the atomic structure unit. This has been removed from the AP Chemistry curriculum and is not specifically addressed by a
standard. Honors teachers may still wish to include it.