GRADE 11 CHEMISTRY
STANDARD 5.8 ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
STRUCTURE AND BEHAVIOR OF MATTER
1.Structure and Properties of Matter
A. Classification of matter
(a). Element, Compound, and Mixtures
(b) Properties of matter and their changes
B. Organization of matter
(a). Atomic structure
(b). Periodicity
(c). Chemical bonding
--> Organization of Subatomic particles
--> Organization of Elements
--> Organization of Atoms
2. Behavior of Matter
C. Physical Behavior of Matter
(a). Physical behavior of the physical states of matter
(1). Physical and Molecular Characteristics of Gases
(2). Solids and Liquids
(b). Quantitative analysis of physical behavior – Stoichiometry
(c). Physical behavior of solutions
(1). Solutions
(2). Acids and Bases and Titration
D. Chemical Behavior of Matter
(a). Chemical Equations and Reactions
(b). Redox Reactions
(c) Stoichiometry of Chemical Reactions
(d). Chemical Kinetics
(e). Chemical Equilibrium
E. Nuclear Behavior of Matter
Nuclear Reactions
(1). Radioactivity
(2). Nuclear Fission
(3). Nuclear Fusion
1
Benchmarks
Grade Specific Concepts/Skills
Student Activities/Evidence
By the end of Grade 11 at developmentally appropriate
levels of increasing complexity and skill, all students
should:
By the end of the grade level listed above, to meet Grade 11
benchmarks, a student should be able to do the following
using increasingly complex materials linked to increasingly
skilled performance:
The following are examples of tasks/classroom assessments that provide evidence of a
student’s progress toward proficiency:
1.A.
Demonstrate an understanding of the
composition and properties of matter to
classify different substances.
1A.
¾ Classify matter according to its
composition.
¾ Identify characteristic properties of
matter.
¾ Classify properties of matter as
qualitative and quantitative.
¾ Relate the properties of matter to its
structure.
¾ Classify elements according to their
physical properties.
¾ Distinguish between physical and
chemical properties.
¾ Classify properties of matter as
intensive and extensive.
¾ Contrast chemical and physical
changes of matter.
¾ Apply the law of conservation of
energy and the law of conservation
of matter to analyze changes in
matter.
2
1.A
Language Arts/ Art Correlations:
¾ Ask students to read about physical and chemical
properties and change. Then, ask them to choose
items in the classroom and classify the properties of
each item. Ask students to write an essay giving
justification for each classification.
¾ Ask students to construct a concept map that
distinguishes between intensive and extensive
properties, as well as physical and chemical
properties.
¾ Ask students to brain storm about chemical changes
with which they are familiar. Hint: food digestion and
rusting are two common examples.
¾ Ask each student to research and prepare a report
about one chemical element. Ask students to write
about the chemical and physical properties of their
assigned element.
¾ Show students figure 1-9, page 16, chapter 1, from
Holt, Reinhart and Winston “Modern chemistry”
science text book, and ask students to write an essay
explaining whether the examples in this figure are
being separated based on their physical properties or
their chemical properties. Ask students to identify
aspects in this figure that signify a chemical change.
1.A.
Demonstrate an understanding of the
composition and properties of matter to
classify different substances.
1.A
¾ Show how substances can react
with each other to form new
substances having characteristic
properties different from those of
the original substances.
¾ Classify matter according to its
composition.
¾ Identify characteristic properties of
matter.
¾ Classify properties of matter as
qualitative and quantitative.
¾ Relate the properties of matter to its
structure.
¾ Classify elements according to their
physical properties.
¾ Distinguish between physical and
chemical properties.
¾ Classify properties of matter as
intensive and extensive.
¾ Contrast chemical and physical
changes of matter.
¾ Apply the law of conservation of
energy and the law of conservation
of matter to analyze changes in
matter.
3
1.A
Art Correlations:
¾ Ask students to draw a diagram representing the
molecules of a pure substance and molecules of a
mixture.
¾ Ask students to draw two diagrams; one, representing
the molecules of a molecular element (e.g. molecular
oxygen), and the other, representing the molecules of
compound pure substance (e.g. water).
Social Studies Correlations:
¾ Ask students to research the story of the “Secrets of
the Cremona violins”, and write a report about how
chemistry plays a fundamental role in other areas of
study.
¾ Ask students to research why modern technology
has not been able to duplicate the effect created by
the violin makers of Cremona.
Technology Correlations:
¾ Ask students to log on www. Scilink.org. Code
HC2012 and research about more information about
the topic Physical/Chemical changes.
¾ Ask students to log on www. Scilink. org. Code
HC2011, and research the topic “Alchemic”.
¾ Ask students to generate a computerized chart
showing the relationship among mixture, compounds,
and elements.
1.A.
Demonstrate an understanding of the
composition and properties of matter to
classify different substances
1. A.
1.A
¾ Show how substances can react
with each other to form new
substances having characteristic
properties different from those of
the original substances.
¾ Demonstrate that using physical
changes that take advantage of the
physical properties of the individual
substances in the mixture may
separate mixtures.
4
Bank of Complementary Activities:
Ask students to:
¾ Distinguish among elements, compounds,
homogeneous mixtures, and heterogeneous mixtures.
¾ Distinguish between pure substances and mixtures.
¾ Describe different types of mixtures.
¾ Explain that most of the matter they encounter
everyday is a mixture. Such as soil, air, seawater,
blood, stainless steel, jewelers, fruit juices, and milk.
¾ List properties of a matter given.
¾ Describe the qualitative properties of a matter.
¾ Measure the quantitative properties of matter.
¾ Explain that a compound does not retain the
properties of its components.
¾ Demonstrate that a mixture retains the properties of
its components.
¾ List the characteristics that distinguish metals,
nonmetals, and metalloids.
¾ Describe the organization of elements on the periodic
table according to their physical properties.
¾ Identify chemical and physical properties of a matter.
¾ Identify substances observing their intensive
properties such as density, melting point, and boiling
point.
¾ List several common physical and chemical changes.
¾ Name and describe the four states of matter.
¾ Explain that change in physical state of matter
involve transfers of energy.
¾ Explain why some substances are described as
volatile.
¾ Identify the reactants and products in a reaction.
1.A.
Demonstrate an understanding of the
composition and properties of matter to
classify different substances
1.A
1.A
¾ List observations that suggest a chemical change has
occurred.
¾ Classify chemical reactions as exothermic or
endothermic according to the energy transfers.
¾ List several common endothermic, exothermic
reactions.
¾ Demonstrate several techniques to separate mixtures.
Examples: Separating sand and sugar. Separating
substances in chlorophyll using paper
chromatography.
5
1.B.(a)
Demonstrate an understanding of the
history of atomic model to explain how
scientists revised and refined the
Dalton’s model of the atom to the
quantum model of today.
1. B.(a)
¾ Discuss the development of atomic
theory from Democritus to Dalton.
¾ Describe the experiments that led to
the discovery of the electron,
proton, neutron, and the nucleus as
well as the principle properties of
these subatomic particles.
¾ Explain how the study of the
photoelectric effect and the spectra
of atoms led to the Bohr’s model of
the atom.
¾ Explain how the de Broglie’s
hypothesis, the Heisenberg
uncertainty principle and the
Schrödinger wave equation led to
the quantum mechanical model of
the atom.
¾ Apply the Pauli’s exclusion
principle, Hund’s Rule and Aufbau
principles to show the electron
arrangement in energy levels.
¾ Explain how the Periodic Table of
Elements evolved and how it relates
atomic structure to the physical and
chemical properties of the elements.
6
1. B (a).
Language Arts/ Art correlations:
¾ Ask students to write an essay supporting the idea of
that invisible particles exists. Hint: perfume diffusing
across the classroom.
¾ Ask students to write and justify their opinion about
the following statements;
9 An atom cannot be broken down into smaller
parts.
9 An atom is the same throughout.
9 An atom is made up of several different,
smaller parts
¾ From figure 3-6, page 72, chapter 3, from Holt,
Reinhart and Winston “Modern Chemistry” science
text book, ask students to write an explanation about
what is happening in the figure. Then, ask students to
compare their written response with the description of
the Rutherford experiment.
¾ Ask students to explain in two paragraphs, why the
colors of a computer screen look continuous,
although they are actually made of separate colored
dots.
¾ Ask students to apply the idea of continuity to explain
why electromagnetic waves (light) appear to be
continuous, although they are formed by independent,
small packages of energy called “quanta”.
¾ Ask students to discus the meaning of the dual waveparticle nature of light.
¾ Ask students to write an essay discussing the
significance of the photoelectric effect and lineemission spectrum of hydrogen spectrum of hydrogen
to the development of the atomic model.
1. B.(a)
Demonstrate an understanding of the
history of atomic model to explain how
scientists revised and refined the
Dalton’s model of the atom to the
quantum model of today
1. B.(a)
1. B.(a)
¾ Discuss the development of atomic
theory from Democritus to Dalton.
¾ Describe the experiments that led to
the discovery of the electron,
proton, neutron, and the nucleus as
well as the principle properties of
these subatomic particles.
¾ Explain how the study of the
photoelectric effect and the spectra
of atoms led to the Bohr’s model of
the atom.
¾ Explain how the de Broglie’s
hypothesis, the Heisenberg
uncertainty principle and the
Schrödinger wave equation led to
the quantum mechanical model of
the atom.
¾ Apply the Pauli’s exclusion
principle, Hund’s Rule and Aufbau
principles to show the electron
arrangement in energy levels.
Art Correlations:
¾ Ask students to draw a diagram showing the
differences between the atomic experiments of Bohr
and Rutherford.
¾ Ask students to draw an artistic sketch of the
possible appearance of the atomic nucleus for both,
Bohr and Rutherford’s atoms.
¾ Ask students to show an artistic conception of an
electromagnetic wave traveling through the space.
Social Studies Correlations:
¾ Ask students to research how the photo-electric
effect is used in today’s modern automatically
activated doors (e.g. supermarkets automatic door)
¾ Ask students to research how atomic and nuclear
science has enhanced the quality of diagnostics in
medical science.
¾ Ask students to research how nano-technology has
revolutionized the quality of sound.
¾ Ask students to research how quantum physics has
helped Biology in the study of Micro-organisms.
Mathematical Correlations:
¾ Ask students to explain the mathematical relationship among the speed, wavelength, and frequency of
electromagnetic radiation.
¾ Ask students to show that speed of light could be
mathematically derived from the relation between the
wave length and the frequency of a wave.
.
7
1. B.(a)
Demonstrate an understanding of the
history of atomic model to explain how
scientists revised and refined the
Dalton’s model of the atom to the
quantum model of today.
1.B.(a)
1.B.(a)
Bank of Supplementary Activities
Ask Students to:
¾ Define the term atom.
¾ Explain why Democritus’s view of matter is
considered only an idea, while Dalton’s view is
considered a theory.
¾ List the five principles of John Dalton’s atomic
theory.
¾ State the following laws and explain how these laws
led John Dalton to propose the atomic theory:
9 The law of conservation of mass.
9 The law of definite proportion and
9 The law of multiple proportions.
¾ Discuss how atoms are related to electricity.
¾ Explain what studies of cathode rays and radioactivity
revealed about atoms.
¾ Describe the Thomson’s atomic model.
¾ Discuss Rutherford’s alpha-scattering experiment and
how it showed the existence of the nucleus.
¾ Name and describe the three subatomic particles.
¾ Define the terms atomic number and mass number.
¾ Describe the structure of the nuclear atom including
the locations of the subatomic particles.
¾ Determine the number of protons, neutrons and
electrons in an atom.
¾ Explain how an ion differs from an atom.
¾ Define isotopes and average atomic mass.
¾ Define mole in terms of Avogadro’s number and
define molar mass.
8
1.B.(a)
Demonstrate an understanding of the
history of atomic model to explain how
scientists revised and refined the
Dalton’s model of the atom to the
quantum model of today.
1. B.(a)
1.B. (a)
¾ Solve problems involving mass in grams, amount in
moles, and number of atoms.
¾ Define photoelectric effect.
¾ Define quantum.
¾ Relate the energy of radiation to its frequency.
¾ Discuss how the idea of photons of light and explain
photoectric effect.
¾ Discuss the duel nature of light.
¾ Describe the difference between a line spectrum and a
continuous spectrum.
¾ Explain how Bohr’s model of the atom incorporated
Planck’s idea of quantization.
¾ Describe the Bohr’s model of the hydrogen atom.
¾ Describe the de Broglie’s hypothesis of electron.
¾ State the Heisenberg uncertainty principle.
¾ Define the term orbital.
¾ Describe atomic orbital in terms of their shape, size,
and energy.
¾ List the four quantum numbers and describe their
significance.
¾ Write the electron configuration and orbital notation
of an atom.
¾ Define valence electrons and write noble gas notation
and draw electron dot structures representing an
atom’s valence electrons.
9
1.B. (b)
Apply understanding of the organization
of elements in the periodic table to
explain the trends in properties and
behavior of elements, and identify an
unknown element.
1.B.(b)
1. B. (b).
¾ Explain how the Periodic Table of
Ask Students to:
Elements evolved and how it relates
¾ Describe the contributions made by the following
atomic structure to the physical and
scientists to the development of the periodic table:
chemical properties of the elements.
9 Stanislao Cannizzaro
9 Dmitri Mendeleev
9 Henry Moseley
¾ State the periodic law.
¾ Explain the relationship between electron
configuration and the arrangements of elements in
groups, blocks, and periods of the periodic table.
¾ Predict electron configuration of elements using the
periodic table.
¾ Explain why elements in a group have similar
properties.
¾ Relate the group and period trends in the properties of
atomic radii, ionization energy, electron affinity,
electro negativity and ionic radii to the electron
configuration of atoms.
¾ Describe the properties of Alkali metals, Alkaline
Earth metals, Halogens and Noble gases.
¾ Describe the properties of hydrogen.
¾ Compare the electron configuration of transition and
inner transition metals.
¾ Describe the properties of transition elements.
Technology Correlations:
Ask students to log on:
¾ www.si.edu/hrw. and research:
9 noble gases
9 Alkali earth metal
9 Periodic Table
10
1.B.(c)
Demonstrate an understanding of
chemical bonds to explain how and why
atoms combine to form a variety of
substances in the nature, and use the
language of chemistry to write name of
chemicals.
1.B.(c)
Demonstrate how atoms achieve chemical
stability by bonding and explain the effect
of bonding on the properties of the
substances.
11
1.B.(c)
Language Arts/ Arts Correlations:
¾ Ask students to write a two paragraphs essay about
the nature of the bonding between the nuclei and the
valence electrons of different atoms.
¾ Ask students to write an essay explaining in what
sense the formation of a covalent bond between two
atoms resembles a ball rolling in a ditch. Hint: The
ball will move until its potential energy is at a
minimum.
¾ Ask students to theorize about why the potential
energy of atoms increases as the atoms get very close
to or far from each other
¾ Ask students to use the theory of metallic bonding to
explain why metal surfaces are shiny.
¾ Ask students to write an essay explaining why
hydrogen bonds are responsible for holding DNA in
its elliptical shape.
¾ Ask students to list about as many use of the term
“compound” as they can, and then ask them to use it
in a sentence.
¾ Instruct students to summarize the process to write
and name formulas for ionic and covalent
compounds.
¾ Ask students to relate prefixes used in chemistry such
as; tetra, mono, di, penta, per, hypo, etc, to nonnatural science activities. Example: music,
psychology, human behavior, etc.
¾ Ask students to compare the Stock system with the
older prefix system for naming binary compounds in
chemistry. Then, ask students to discuss the
advantages of each system.
1.B.(c)
Demonstrate an understanding of
chemical bonds to explain how and why
atoms combine to form a variety of
substances in the nature, and use the
language of chemistry to write name of
chemicals.
1.B.(c)
1.B.(c)
¾ Describe the intermolecular forces
in covalent substances.
¾ Write names and formulas for
different chemical substances and
explain the significance of chemical
formula to analyze substances
quantitatively.
¾ Describe the intermolecular forces
in covalent substances.
¾ Write names and formulas for
different chemical substances and
explain the significance of chemical
formula to analyze substances
quantitatively.
¾ Ask students look up the meaning of the word
“empirical” in the dictionary. Then, ask them use the
definition to explain where information is obtained
about an empirical formula. Hint; their explanations
should reflect that empirical formulas are determined
by experimental data.
¾ Ask students to relate the concept of “balance” to the
process of balancing chemical equations.
Social Studies Correlations:
¾ Ask students to research how chemistry
revolutionized the fields of:
9 Nutrition
9 Cosmetology
9 Medicine
¾ Ask students to research how microwave devises
utilize the chemical bounding of water molecules to
heat up food.
¾ Ask students to research modern quantum mechanics
through the illustrations of George Gamow`s Mr.
“Tompkins in Paperback” book.
¾ Ask students to research the meaning of the
statement: we eat the elements, we are the elements”
¾ Ask students to research the origin of “Neon-lights”
used today in public advertising and car industries.
Art Correlations:
¾ Ask students to sketch:
9 Covalent bonding between three pair of atoms
9 Metallic Bonding between two pair of atoms
9 Ionic bonding between two pair of atoms.
12
1.B.(c)
Demonstrate an understanding of
chemical bonds to explain how and why
atoms combine to form a variety of
substances in the nature, and use the
language of chemistry to write name of
chemicals.
1. B. (c).
1.B.(c)
Technology Correlations:
¾ Ask students to log on: www.scilinks.org and
research:
9 William Ramsey: Code HC2043
9 Period Table: Code HC2051
9 Halogens: Code HC2055
9 Covalent Bonding: Code HC2061
9 Ionic Bonding: Code HC2063
9 VSEPR Theory: Code HC2065
9 Hydrogen bonding: Code H2066
Bank of supplementary activities:
Ask Students to:
¾ Relate the chemical stability of noble gases to their
electron configurations.
¾ Explain how metal atoms can achieve the electron
configuration similar to noble gas atom by loosing
electrons and become positive ions.
¾ Explain how nonmetal atoms can achieve the electron
configuration similar to noble gas atom by gaining
electrons and become negative ions.
¾ Explain why the properties of an ion differ from that
of a neutral atom.
¾ define ionic bond
¾ Describe the structure of table salt crystals.
¾ Draw atomic structures to show how the following
elements form ionic compounds and write the
formulas and names for the compounds
9 1.Na and Cl
9 2. Mg and O
13
1.B.(c)
Demonstrate an understanding of
chemical bonds to explain how and why
atoms combine to form a variety of
substances in the nature, and use the
language of chemistry to write name of
chemicals.
1.B.(c)
1.B.(c)
¾
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14
9 3. K and S
9 4.Ca and F
List the properties of ionic compounds.
Describe the electron-sea, model of metallic bonding.
Compare the strength of metallic bond between Na,
Mg, and Al.
Relate the properties of metal to metallic bond.
Explain why transition metals are stronger than main
group metals.
Explain how nonmetal atoms can achieve the electron
configuration similar to noble gas atoms by sharing
electrons and form molecules.
Define covalent bond
Explain the role and location of electrons in a
covalent bond.
Describe the change in energy and stability that takes
place as a covalent bond forms.
Draw Lewis structures to show the arrangement of
valence electrons among atoms in molecules and
polyatomic ions.
Draw Lewis structures to show double and triple
covalent bonds between atoms.
Explain the differences between single, double and
triple covalent bonds.
Define hybrid orbital.
Describe the VSEPR theory.
Make molecular models for the following molecules
and identify the molecular shapes of them.
9 CH4 , NH3 , H2 O , HF, PCl5 , SF6
Explain what determines the polarity of a molecule.
Explain why water is a polar molecule and carbon
dioxide is not.
Describe dipole-dipole forces and hydrogen bonding.
Describe London dispersion forces.
1.B.(c)
Demonstrate an understanding of
chemical bonds to explain how and why
atoms combine to form a variety of
substances in the nature, and use the
language of chemistry to write name of
chemicals.
1.B.(c)
¾ Name binary ionic compounds.
¾ Name molecular compounds.
¾ Write oxidation number of each element in a
substance.
¾ Name compounds using stock system.
¾ Distinguish between molar mass, formula mass and
molecular mass.
¾ Calculate formula mass, molecular mass and molar
mass of a substance.
¾ Calculate the percentage composition of elements in a
compound.
¾ Calculate empirical formula from percentage
composition.
1.B.(c)
15
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature.
C.
C
.
¾ Recognize that matter can exist as a
solid, liquid, or gas and can be
transformed from one state to
another by heating or cooling.
¾ Discuss the physical properties of
liquids.
¾ Classify different kinds of solids
and compare their physical
properties.
¾ Apply the kinetic molecular theory
to explain the physical properties of
gases.
¾ Use gas laws to calculate how
pressure, temperature, volume and
number of moles of a gas will
change when one or more of these
variables are altered.
¾ Apply the gas laws and Avogadro’s
principle to chemical equations
¾ Use the Graham’s law of effusion
to calculate molar mass and density
of a gas.
¾ Prepare and identify different types
of solutions.
16
Language Arts/ Arts Correlations:
¾ Ask students to list what they know about the
physical properties of gases, such as density and
temperature, and how gases behave.
¾ Ask students to theorize about the relationship
between the kinetic molecular theory of gases with
the diffusion of odors.
¾ Ask students to write a short paragraph (six
sentences) describing two positive uses of the lethal
gas carbon monoxide.
¾ Ask students to write an essay relating the kinetic
molecular theory of gases, with the dynamics of
Earth’s atmosphere.
¾ Ask students to use the kinetic molecular theory of
gases to explain atmospheric pressure.
¾ Ask students to hypothesize about what happens to
the pressure in a tire as an automobile is driven 100
km on a hot day. Hint: Pressure increases because of
more rapidly moving air molecules.
¾ Ask students to research and report in a short essay
how Boyle`s law can be used to explain how a
plunger opens a clogged drain.
¾ Ask students to compare and contrast Boyle`s work
with tubes and mercury to their drinking a beverage
through a straw.
¾ Ask students to relate the automobile’s brake system
with the incompressible nature of liquids.
¾ Ask students to relate the word “network” with the
molecular structure of solid.
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature.
C.
C.
¾ Describe the attractive forces that
hold a solute to a solvent in
solutions.
¾ Explain the colligate properties of
solution and the applications of the
properties.
¾ Identify solutions as acidic, basic or
neutral.
¾ Ask students to discuss the importance of the three
phases in which water is normally found (solid, liquid
and gaseous) for sustaining life.
¾ Ask students to develop a concept map that includes:
9 Heterogeneous mixture
9 Homogeneous mixture
9 Solution
9 Colloid
9 Suspension
Social Studies Correlations:
¾ Discuss and apply acid-base
theories
¾ Explain the importance of
hydroniuom ion in our life and how
to express the concentration of
hydronium ions as a more
convenient quantity (pH)
¾ Explain how to use indicators to
identify acids and bases.
¾ Ask students to research how pollution control
devises for CO2 in urban areas of the United States,
are linked to the study of gases.
¾ Ask students to explain why airplane’s cabins that fly
at high altitudes must be pressurized, and does this
affect the comfort of passengers.
¾ Ask students to research how the study of gases
benefits the field of modern meteorology.
Technology Correlations:
¾ Ask students to log on: www.sclink.org and research
9 Diffusion/effusion (HC2102)
9 Gas law (HC2104)
¾ Ask students to log on: www.cnnfyi.com and
research the latest scientific application of the study
of gases.
17
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature.
C.
C.
Mathematics Correlations:
¾ Ask students to explain the mathematical difference
between STP (0 degree C and 1 atm) and the
thermodynamic conditions (25 degree C and 1 atm).
Bank of Supplementary Activities:
¾ Compare solids, liquids, and gases in term
¾ of particle spacing, particle motion and the attractive
forces between particles.
¾ Describe the plasma state of matter.
¾ Compare and contrast the physical properties of solid,
liquid, and gas.
¾ Describe the role of energy in phase changes.
¾ Compare the following terms.
¾ Melting and Freezing.
¾ Condensation and Evaporation.
¾ Sublimation and Deposition.
¾ Melting point and Boiling point.
¾ Heat of fusion and Heat of vaporization.
¾ Define the term fluid and give two types of fluid.
¾ Explain why liquids are less compressible than gases.
¾ Apply the concept of surface tension to explain why
drop of water forms a sphere.
¾ Explain what capillarity is and give two examples of
it.
¾ Compare volatile and nonvolatile liquids.
¾ Use the kinetic molecular theory to explain the
physical properties of liquids.
¾ Compare types of intermolecular forces in liquids.
¾ Explain why most elements are solids
at room temperature.
18
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature
C.
C.
¾ Explain why most molecular solids have lower
melting point than ionic solids.
¾ Compare and contrast a crystalline solid and an
amorphous solid.
¾ Compare and contrast the four kinds of crystals.
¾ Make a list of crystalline and amorphous solids.
¾ Make crystals of various safe common household
materials.
¾ Explain why an amorphous has a range of melting
point rather than a fixed melting point.
¾ Describe the characteristics of a gas.
¾ Relate the properties of a gas to the kinetic theory of
matter.
¾ Compare the properties of real and ideal gases.
¾ State Boyle’s law, Charles’s law, and Gay-Lussac’s
law and write mathematical expressions of the laws.
¾ State the relationship among temperature, volume and
pressure as the combined gas law.
¾ Apply the gas laws and combined law to problems
involving the pressure, temperature, and volume.
¾ State the law of combining volumes.
¾ Relate number of particles and volumes by
¾ Using Avogaadro’s principle.
¾ Define standard molar volume of a gas, and use it to
calculate gas masses and volumes.
¾ Relate the amount of gas present to its pressure,
temperature and volume by using the ideal gas law.
¾ Determine volume ratios for gaseous reactants and
products by using coefficients from a chemical
equation.
¾ Calculate amounts of gaseous reactants and products
in a chemical reaction sing the gas laws.
¾ State the Graham’s law of effusion.
¾ Determine the relative rates of effusion of two gases
19
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature
C.
C.
of known molar masses.
¾ Estimate the molar mass of unknown gas,
¾ Given the relative rates of effusion of known gas and
unknown gas.
¾ Define solution.
¾ Describe and categorize solutions.
¾ Identify the properties of suspensions and colloids.
¾ Describe different types of colloids.
¾ Demonstrate the factors affecting the rate of
dissolution.
¾ Explain the effects of temperature in solubility
¾ Prepare unsaturated, saturated, and supersaturated
solutions.
¾ Demonstrate and explain how to make crystals.
¾ Apply Henry’s Law to explain how to prepare gasliquid solution.
¾ Prepare solution with certain concentration.
¾ Define molarity and molality.
¾ Calculate amount of solute in the solution given.
¾ Demonstrate how to prepare diluted solution from a
concentrated solution.
¾ Explain the heat changes in making different types of
solution.
¾ Explain how a metal dissolve in another metal.
(Preparation of alloy)
¾ Write the equation to show the self ionization of
water.
¾ Explain how water molecule can be attracted to both
a positive ion and a negative ion when dissolving an
ionic compound.
¾ Define the term dissociation.
¾ Write equation for the dissociation of ionic
compounds when they dissolve in water.
¾ Explain the role of water in the ionization of covalent
20
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature
C.
C.
compounds.
¾ Write the equations to show the differences in
ionization of HCl and CH3COOH in water
¾ Explain how sugar dissolves in water.
¾ Explain how NH3 dissolves in water.
¾ Define the following terms:
9 Electrolyte
9 Non-electrolyte
9 Strong electrolyte
9 Weak electrolytes
9 Immiscible substances
9 Miscible substances
¾ Explain the nature of colligative properties.
¾ Describe four colligate properties of solutions.
¾ Explain how vapor pressure, boiling point and
freezing point of solutions below differ from those of
the pure solvent.
¾ Nonvolatile solute in the solution
¾ Volatile solute in the solution.
¾ Define the following terms
¾ Molal freezing point constant
¾ Freezing point depression.
¾ Molal boiling point constant
¾ Boiling point elevation
¾ Write the mathematical equation to show the
relationship between the change in a colligative
property and the molal concentration of a solution.
¾ Calculate the change in freezing point and boiling
point of a solution.
¾ Explain why osmotic pressure of a solution is
considered as a colligative property.
¾ Explain why actual freezing point depression of an
electrolytic solution differs from the freezing point
depression calculated on the basis of the
21
C.
Demonstrate an understanding of the
physical behavior of matter to classify
substances and explain the physical
phenomena of the nature
C.
C.
concentration of the solution.
¾ Explain how adding antifreeze to your car radiator
protects it from freezing.
¾ Compare and contrast the properties of acids and
bases.
¾ Classify substances as an acid, a base, or neither
when mixed with water.
¾ Explain how to name acids and bases.
¾ Explain the properties of amphoteric compounds.
¾ Define acid and base according to the Arrhenius
theory of ionization.
¾ Distinguish a strong acid from a weak acid.
¾ Distinguish a strong base from a weak base.
¾ Define and recognize Bronsted-Lowry acids and
bases.
¾ Define a Lewis acid and a Lewis base.
¾ Describe a conjugate acid and a conjugate base.
¾ Explain the process of neutralization.
¾ Explain the three types of acid –base reactions.
¾ Describe the self-ionization of water.
¾ State the concentration of H+ ions and OH¯ ions in
water.
¾ Explain why water is neutral.
¾ Define acid and base based on the comparison of the
amount of H+ ions and OH¯ ions.
¾ Calculate Kw of water.
¾ Calculate pKw.
22
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment.
D.
D.
¾ Explain how atoms are rearranged
when substances react.
¾ Analyze a chemical reaction
quantitatively.
¾ Recognize and describe exothermic
and endothermic reactions, and
explain how to measure heat
changes during chemical reactions
¾ Discuss the driving forces of
reactions.
¾ Demonstrate the factors that can be
used to control the rate of a
chemical reaction, and apply the
collision theory to explain how the
factors affect the rate of a chemical
reaction
¾ Explain how reversible changes of
matter can create the state of
equilibrium in the chemical world,
and apply Lachatelier’s principle to
describe how equilibrium will shift
in response to changes in
concentration, pressure, and
temperature, and discuss the
common ion effect
23
Languages Arts/ Arts Correlations:
¾ Ask students to theorize what conclusions, if any,
they can draw about the relationship between specific
heat and state of matter.
¾ Ask students to use an analogy of an investor to
explain the connection between the sign of ∆H and
the gain or loss of energy. Hint: treat profit, as the
energy in an endothermic reaction
¾ Ask students to investigate the role of nitrogen in air
in determining the rate at which carbon could burn in
a reaction.
¾ Ask students to research why they can not tell
whether a reaction is a simple one step reaction
simply by looking at the equation for that reaction.
¾ Ask students to research the nature of the
“equilibrium constant’
¾ Ask students to theorize about why in equilibrium
expressions, the concentration of condensed phases
remain constant, independently of the amount of the
substance. Hint: the density of the substance remains
constant.
¾ Ask students to research how Le Chatelier`s principle
is applied in the bottling of carbonated soft drinks.
¾ Ask students to research how some naturally
occurring redox can be source of electrical energy.
¾ Ask students to create a flowchart that shows the
steps for balancing a redox equation by the halfreaction method.
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment.
D.
D.
Social Studies Correlations:
¾ Ask students to research why the so-called “acid rain”
poses a threat for human health.
¾ Ask student to investigate how “neutralization” is
used in chemical spills in highway or in a factory.
¾ Ask students to research two possible benefits of
adding measured amount of CaCO3, a base, to an
acidified stream.
¾ Ask students to research how the development of
self-heating metallic alloy powders benefited the
military.
Technology Correlations:
¾ Ask students to log on:
9 www.scilinks.org and research:
ƒ pH; Code HC2161
ƒ Acid rain; Code HC2162
ƒ Titration/indicator HC2163
9 www.go.hrw.com and research:
ƒ Acid and Base; Code HC2 HOME
9 www.si.edu/hrw
9 www.cnnfyi.com
24
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment
D.
D.
Bank of Supplementary Activities:
Ask Students To:
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
25
Explain and use the pH scale.
Given [H3O+] or [OH¯] find pH.
Given pH, find [ H3O+ ] or [OH¯]
Describe how an acid-base indicator functions.
Demonstrate how to carry out an acid-base titration.
Calculate the molarity of a solution from titration
data.
Describe chemical reactions by using word equations.
Use the language of chemistry (symbol and formula)
to describe a chemical reaction.
Apply the law of conservation of mass to chemical
reactions.
Write balanced chemical equation.
Demonstrate different types of chemical reactions.
Classify chemical reaction as a synthesis,
decomposition, a single replacement, a double
replacement, or a combustion reaction.
Write ionic equations for reactions that occur in
aqueous solutions.
Define oxidation and reduction.
Identify redox reactions using oxidation number.
Name and define the two half reactions that make up
a redox reaction
Identify element oxidized, element reduced, oxidizing
agent and reducing agent in a redox reaction.
List the steps in balancing a redox equation.
Describe some applications of redox reactions.
Define stoichiometry
Write a mole ratio from balanced chemical equations.
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment
D.
D.
¾ Write mass ratio from mole ratio of a reaction.
¾ Calculate the number of moles and the mass of a
reactant or product when given the number of moles
or the mass of another reactant or product.
¾ Identify the limiting reactant in a chemical reaction.
¾ Distinguish between theoretical yield, actual yield
and percent yield.
¾ Calculate percent yield, given the actual yield and
quantity of a reactant.
¾ Define exothermic and endothermic reaction.
¾ Write thermo chemical equations
¾ Measure and calculate the energy involved in
chemical changes
¾ Define heat of formation, heat of combustion, and
molar heat of formation.
¾ Describe the relationship between a compound’s
stability and its heat of formation.
¾ Explain enthalpy change.
¾ Show the importance of Hess’s law to
thermodynamic calculation.
¾ State the two factors that allow chemist to predict
whether a reaction will occur.
¾ Define entropy.
¾ Compare and contrast enthalpy and entropy,
including the properties they measure, the symbols
used to represent them and the units associated with
each..
¾ Describe some processes involving an increase in
entropy.
¾ Define free energy
¾ Explain how to calculate change in free energy.
¾ Describe the use of free energy.
26
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment
D.
D.
¾ Explain how changes in enthalpy, entropy, and free
energy affect the spontaneity of chemical reaction and
other processes.
¾ Define chemical kinetics.
¾ Define the rate of a chemical reaction.
¾ Calculate the rate of a chemical reaction.
¾ Compare the rate of a chemical reaction under
varying conditions.
¾ List and describe five factors that can influence the
rate of a reaction.
¾ Describe how chemical reactions occur as a result of
collisions.
¾ Use the collision theory to explain how the four
factors affect the rate of a chemical reaction.
¾ Define activated complex, activation energy, and
intermediate of a reaction.
¾ Define a catalyst.
¾ Explain the role of a catalyst on the rate of chemical
reactions.
¾ Explain what a rate law for a chemical reaction is
meant.
¾ Explain the conditions under which a rate law can be
written from a chemical equation.
¾ Explain when a rate law can not be written from a
single step.
¾ Describe a reversible process.
¾ Describe a reversible chemical reaction.
¾ Define the term equilibrium
¾ Recognize the characteristics of equilibrium.
¾ Define chemical equilibrium and explain how it is
achieved.
¾ List the types of equilibrium in the chemical world.
27
D. Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment
D.
D.
¾ Give an example and write the equation for the
following equilibriums
9 Equilibrium of physical states of matterphysical equilibrium
9 Equilibrium of chemical reactions-chemical
equilibrium
9 Equilibrium of water.
9 Equilibrium of acids.
9 Equilibrium of base.
9 Equilibrium of salt.
9 Equilibrium of solutions.
9 Solubility equilibrium.
¾ Define equilibrium constant.
¾ Identify and explain type of the following
equilibriums.
H2O (s) ⇔ H2O (l)
9
N2 (g) + 3H2 (g) ⇔ 2NH3 (g)
9
9 H2O (l) + H2O (l) ⇔ H3O+(aq) + OH-(aq)
9 CH3COOH(aq) +H2O(l) ⇔H3O+(aq) +
CH3COO-(aq)
9
9 NH3 (aq) + H2O (l) ⇔ NH+4 (aq) + OH9 NaCl(s) ⇔ Na+(aq) + Cl-(aq)
9 AgCl(s) ⇔ Ag+(aq) + Cl-(aq)
¾ Write equilibrium expression for the above
equilibrium and name the equilibrium constant
according to the type of equilibrium.
¾ Define the term hydrolysis.
¾ Explain why aqueous salt solutions are
¾ Acidic, basic or neutral.
¾ Explain LeChatelier’s principle.
28
D.
Apply understanding of the chemical
behavior of matter to identify and control
chemical changes, explain the
importance of chemical changes in our
life, and predict changes that might occur
in our environment
D.
D.
¾
¾
¾
¾
¾
¾
29
¾ Describe how changes in concentrations,
pressure, and temperature affect a reaction
at equilibrium.
¾ Describe three situations in which ionic reactions
go to completion.
¾ Describe the common –ion effect.
¾ Describe a buffer solution and explain how
it works.
¾ Define the following terms.
9 Ion-Product constant for water--Kw
9 Acid-ionization constant --- Ka
9 Base-ionization constant-- Kb
9 Solubility product constant -- Ksp
Chemical equilibrium constant -Kc
9
o or Kp
Show how to use solubility product constant
to calculate solubility, and determine whether a
precipitation will form.
Quantitatively analyze the systems in equilibrium
Find the value of equilibrium constant for
equilibrium, given data.
Analyze the extent of a reaction from its equilibrium
constant.
Explain whether an exothermic reaction that
is at equilibrium will shift to the left or to
the right to readjust after each of the following
procedure is followed.
9 Products removed
9 More reactants are added
9 More heat is added
9 Heat is removed
E.
E.
Apply understanding the nuclear
¾ Describe radioactivity, and explain
behavior of matter to explain the
the causes, and the effects of
profound effects of nuclear reactions, and
radiation.
the applications of those reactions in our
life.
¾ Compare and contrast nuclear
fission, and fusion.
E.
Language arts/Arts Correlations:
¾ Ask students to research why exposure to radiation
when humans are at high altitude is stronger. Ask
them to explain, what that says about one of the
useful functions or our atmosphere.
¾ Ask student to verbally explain how it is possible for
the atomic nucleus to emit an electron.
¾ Ask students to research how the life-cycle of stars
could be understood based on nuclear interactions.
¾ Ask students to research how the study of neutrinos is
related to solar physics.
¾ Ask students to research how Radon detection could
be performed in a classroom.
¾ Ask students to compare the relative energy changes
in a physical change, chemical reaction, and nuclear
reaction.
¾ Ask students to research the main difference between
fusion and fission, specifying what happens to the
nucleus in both processes.
¾ Ask students to sketch the process of fusion and
nuclear fission.
Social studies Correlations:
¾ Ask students to research how radionuclide has help in
the treatment of cancer.
¾ Ask students to research the history of the nuclear
bombs “Fat Man” and “Little Boy”. Ask them to
explain what was the nuclear process used to detonate
these nuclear weapon.
¾ Ask students to research the military application of
nuclear science.
30
E.
E.
E.
Apply understanding the nuclear
behavior of matter to explain the
profound effects of nuclear reactions, and
the applications of those reactions in our
life.
¾ Ask students to research how radioactive are used in
smoke detectors.
¾ Have students to research the contribution to nuclear
science of :
9 Marie Curry
9 Lise Meitner
9 Enrico Fermi
9 Otto Hans
9 Albert Einstein
9 Leo Zilar
Technology Correlations:
¾ Ask students to log on:
9 www. Scilink.org and research
ƒ Radioactive; HC2221
ƒ Half-life; HC2222
ƒ Radioisotopes; HC2223
ƒ Fission; HC2226
ƒ Fusion; HC 2225
9 www. go.hrw.com
9 www.si.edu/hrw
9 www.cnnfyi.com
Bank of Supplentary Activities:
Ask Students to:
¾ Define radioactivity.
¾ Explain the relationship between the nuclear stability
and radioactivity.
¾ Define nuclear binding energy.
31
E.
E.
Apply understanding the nuclear
behavior of matter to explain the
profound effects of nuclear reactions, and
the applications of those reactions in our
life.
E.
¾ Compare and contrast alpha, beta, gamma, and
positron.
¾ Describe how to detect and measure radiation
¾ Explain what happens to the atomic and mass
numbers of an atom when it gives off an alpha
particle, a beta particle, gamma rays, and positron.
¾ Write balanced nuclear equations
¾ Define transmutation, a chain reaction and
transuranium element.
¾ Define half-life of an isotope.
¾ Apply the concept of half-life to calculate the age of a
fossil.
¾ Explain the differences between nuclear fission and
nuclear fusion.
¾ Write the balanced nuclear equation to demonstrate a
nuclear fission or nuclear fission.
¾ List the application of nuclear reactions in medicine.
¾ Discuss the advantages and disadvantages of using
energy generated by nuclear fission.
32
RESOURCES
District Adopted Textbook and Teacher Ancillaries
Modern Chemistry, Holt, Rinehart and Winston, 2002
General Chemistry Websites
Additional Resources
http://hrw.com
http://www.lib.lsu.edu/sci/chem/internet/chemical.html
http://www.liv.ac.uk/Chemistry/Links/links.html
http://www.chemdex.org/
http://macedonia.nrcps.ariadne-t.gr/
http://www.chm.bris.ac.uk/motm/motm.htm
http://vlib.org/Biosciences
http://biotech.cato.com/
http://www.sc.doe.gov/
http://www.chem.qmul.ac.uk/iupac/class/
http://www.chem.qmul.ac.uk/iupac/hetero/HW.html
http://www.chem.vt.edu/chem-ed/ac-meths.html
http://www.chem4kids.com/
http://portal.acs.org/portal/acs/corg/content
United States Department of Education (USDOE)
New Jersey Department of Education (NJDOE)
Science Education
National Academy of Sciences
33
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