2014 Iredell-Statesville Schools – Chemistry
Chemistry
High School
2014-15 Curriculum Guide
Iredell-Statesville Schools
1
2014 Iredell-Statesville Schools – Chemistry
Table of Contents
Purpose and Use of the Documents
3
College and Career Readiness Anchor Standards for Reading
4
College and Career Readiness Anchor Standards for Writing
5
Introduction to NC Essential Standards for Chemistry
6
Science as Inquiry
6
Semester at a Glance
7
Clarifying Objectives/Unpacking/Vocabulary/Learning Targets/Criteria for Success
8 - 30
Essential Standard Chm.1.1
8-11
Essential Standard Chm.1.2
11-14
Essential Standard Chm.1.3
15-18
Essential Standard Chm.2.1
19-21
Essential Standard Chm.2.2
22-24
Essential Standard Chm.3.1
25-27
Essential Standard Chm.3.2
27-30
Instructional Resources
31
Formative Assessment Resources
32
2
2014 Iredell-Statesville Schools – Chemistry
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports
teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It
should be used as a tool to assist teachers in planning and implementing a high quality instructional program.




The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.
Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are
embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to
reach the goal of that standard.
The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area
that should be taught to mastery.
The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section
is an essential component to help both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.
3
2014 Iredell-Statesville Schools – Chemistry
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the rel evance
and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards
relevant to gathering, assessing, and applying information from print and digital sources.
4
2014 Iredell-Statesville Schools – Chemistry
College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many s ubgenres. See Appendix A for definitions of key wri ting types.’Taken from Common Core Standards (www.corestandards.org)
5
2014 Iredell-Statesville Schools – Chemistry
North Carolina Essential Standards
The North Carolina Science Essential Standards maintain the respect for local control of each Local Education Authority (LEA) to
design the specific curricular and instructional strategies that best deliver the content to their students. Nonetheless, engaging
students in inquiry-based instruction is a critical way of developing conceptual understanding of the science content that is vital for
success in the twenty-first century. The process of scientific inquiry, experimentation and technological design should not be taught
nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of
science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is
known is inextricably tied to "how" it is known. A well-planned science curriculum provides opportunities for inquiry,
experimentation and technological design. Teachers, when teaching science, should provide opportunities for students to engage in
"hands-on/minds-on" activities that are exemplars of scientific inquiry, experimentation and technological design.
Science as Inquiry
Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and
replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant
evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of
collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific
inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support
development of reasoning and problem-solving ability and are the core of scientific methodologies.
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/chemistry.pdf
6
2014 Iredell-Statesville Schools – Chemistry
Semester at a Glance
UNITS
1. ATOMIC STRUCTURES*
OBJECTIVES
TIME FRAME (suggested)
Testing
1.1.1
10-12 days
Baseline test
1.1.4
1.1.2
1.1.3
1.3.1
2. PERIODIC TABLE & ELECTRON
8 days
1.3.2
CONFIGURATIONS
1.3.3
1.2.1
3. BONDING & MOLECULAR SHAPES
7 days
1.2.2
1.2.5
1.2.3
1.2.4
4. INORGANIC NOMENCLATURE
7 days
2.2.2
5. CHEMICAL REACTIONS
7 days
Benchmark test
2.2.3
2.2.4
6. STOICHIOMETRY
13days
2.2.5
2.1.5
7. GAS LAWS
6 days
2.1.1
8. STATES OF MATTER, PHASE DIAGRAM,
6 days
2.1.3
SOLUBILITY, MOLARITY, COLLIGATIVE
3.2.4
PROPERTIES
3.2.5
3.2.6
2.1.1
9. THERMOCHEMISTRY
5 days
2.1.2
2.1.4
2.2.1
3.1.1
3.1.2
10. EQUILIBRIUM & ACIDS/BASES
9 days
MSL Test
3.1.3
(4 days built in after unit 10 for
3.2.1
MSL review)
3.2.2
3.2.3
*unit 1 includes preliminary items such as writing class mission statements, safety guidelines, baseline testing, etc.
7
2014 Iredell-Statesville Schools – Chemistry
Matter: Properties and Change
Essential Standard Chem 1.1: Analyze the structure of atoms and ions.
Clarifying Objectives:
Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions.
Chm.1.1.2 Analyze an atom in terms of the location of electrons.
Chm.1.1.3 Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model.
Chm.1.1.4 Explain the process of radioactive decay using nuclear equations and half-life.
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.1.1.1
• Characterize protons, neutrons, electrons by location, relative charge, relative mass (p=1, n=1, e=1/2000).
• Use symbols: A= mass number, Z=atomic number
• Use notation for writing isotope symbols:
• Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons.
• Differentiate average atomic mass of an element from the actual isotopic mass and mass number of specific isotopes. (Use ex ample
calculations to determine average atomic mass of atoms from relative abundance and actual isotopic mass to develop understanding).
Chm.1.1.2
• Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum.
• Describe the electron cloud of the atom in terms of a probability model.
• Relate the electron configurations of atoms to the Bohr and electron cloud models.
8
2014 Iredell-Statesville Schools – Chemistry
Chm.1.1.3
• Understand that energy exists in discrete units called quanta.
 Describe the concepts of excited and ground state of electrons in the atom:
1. When an electron gains an amount of energy equivalent to the energy difference, it moves from its ground state to a higher energy
level.
2. When the electron moves to a lower energy level, it releases an amount of energy equal to the energy difference in these levels as
electromagnetic radiation (emissions spectrum).
• Articulate that this electromagnetic radiation is given off as photons.
• Understand the inverse relationship between wavelength and frequency, and the direct relationship between energy and frequency.
• Use the “Bohr Model for Hydrogen Atom” and “Electromagnetic Spectrum” diagrams from the Reference Tables to relate color,
frequency, and wavelength of the light emitted to the energy of the photon.
• Explain that Niels Bohr produced a model of the hydrogen atom based on experimental observations. This model indicated that:
1. an electron circles the nucleus only in fixed energy ranges called orbits;
2. an electron can neither gain or lose energy inside this orbit, but could move up or down to another orbit;
3. that the lowest energy orbit is closest to the nucleus.
• Describe the wave/particle duality of electrons.
Essential Vocabulary:
Isotopes, ions, mass number, atomic number, average atomic mass, fission, fusion
9
2014 Iredell-Statesville Schools – Chemistry
Learning Targets: “I Can”
1.1.1 I can analyze the structure of atoms, isotopes, and ions.
1.1.2 I can analyze an atom in terms of location of electrons.
1.1.3 I can explain the emission of electromagnetic radiation in
spectral form in terms of the Bohr model.
Criteria For Success: “I Will”
I will determine a protons locations, charge and mass
I will determine a neutrons location, charge and mass
I will determine an electrons locations, charge and mass
I use element symbols
I will identify an element's atomic number (Z)
I will identify an element’s mass number (A)
I will identify an element’s atomic mass
I will use and interpret nuclear isotope symbols
I will use and interpret hyphen isotope symbols
I will identify the number of protons, neutrons and electrons in a neutral
atom
I will identify the number of protons, neutrons and electrons in an isotope
I can tell the difference between an element's average atomic mass and
an atoms/isotopes mass number
I will analyze diagrams related to the Bohr model of the hydrogen atom in
terms of allowed, discrete energy levels in the emission spectrum.
I will describe the electron cloud of the atom in terms of a probability
model.
I will relate the electron configurations of atoms to the Bohr model.
I will relate the electron configurations of atoms to electron cloud models.
I understand the relationship between energy and a quanta
I understand the difference between an electron’s ground state and an
electron’s excited state
I will describe how an electron absorbs and releases light
I will understand that electromagnetic radiation (light) is made up of
photons
I will use the Bohr Model on the Reference Guide to identify wavelengths
and type of electromagnetic radiation released by an electron transition
I will explain that according to the Bohr Model, electrons are found in
fixed energy orbits
I will explain that according to the Bohr Model electrons gain absorb or
emit energy and move up or down to another orbit
10
2014 Iredell-Statesville Schools – Chemistry
1.1.4 I can explain the process of radioactive decay using nuclear
equations and half-life.
I will explain that according to the Bohr Model that electrons closer to the
nucleus are in lower energy state.
I will describe what the wave/particle duality of electrons means
I will use the correct symbols for alpha, beta and gamma radiation
I will distinguish between alpha, beta and gamma radiation
I will use correct nuclear symbols to balance and solve nuclear equations
I will compare the penetrating ability of alpha, beta and gamma radiation
I will describe the process of nuclear decay
I will perform simple half-life calculations
I will compare and contrast the process of fission and fusion
Essential Standard Chem 1.2: Understand the bonding that occurs in simple compounds in terms of bond type, strength,
and properties.
Clarifying Objectives:
Chm.1.2.1 Compare (qualitatively) the relative strengths of ionic, covalent, and metallic bonds.
Chm.1.2.2 Infer the type of bond and chemical formula formed between atoms.
Chm.1.2.3 Compare inter- and intra- particle forces.
Chm.1.2.4 Interpret the name and formula of compounds using IUPAC convention.
Chm.1.2.5 Compare the properties of ionic, covalent, metallic, and network compounds.
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.1.2.1
• Describe metallic bonds: “metal ions plus ‘sea’ of mobile electrons”.
• Describe how ions are formed and which arrangements are stable (filled d-level, or half-filled d-level).
• Appropriately use the term cation as a positively charged ion and anion as negatively charged ion.
• Predict ionic charges for representative elements based on valence electrons.
• Apply the concept that sharing electrons form a covalent compound that is a stable (inert gas) arrang ement.
11
2014 Iredell-Statesville Schools – Chemistry
• Draw Lewis (dot diagram) structures for simple compounds and diatomic elements indicating single, double or triple bonds.
Chm.1.2.2
• Determine that a bond is predominately ionic by the location of the atoms on the Periodic Table (metals combi ned with nonmetals) or when
∆EN > 1.7.
• Determine that a bond is predominately covalent by the location of the atoms on the Periodic Table (nonmetals combined with nonmetals)
or when ∆EN < 1.7.
• Predict chemical formulas of compounds using Lewis structures.
Chm.1.2.3
• Explain why intermolecular forces are weaker than ionic, covalent or metallic bonds
• Explain why hydrogen bonds are stronger than dipole-dipole forces which are stronger than dispersion forces
• Apply the relationship between bond energy and length of single, double, and triple bonds (conceptual, no numbers).
• Describe intermolecular forces for molecular compounds.
o H-bond as attraction between molecules when H is bonded to O, N, or F. Dipole-dipole attractions between polar molecules.
o London dispersion forces (electrons of one molecule attracted to nucleus of another molecule) – i.e. liquefied inert gases.
o Relative strengths (H>dipole>London/van der Waals).
Chm.1.2.4
• Write binary compounds of two nonmetals: use Greek prefixes (di-, tri-, tetra-, …)
• Write binary compounds of metal/nonmetal*
• Write ternary compounds (polyatomic ions)*
• Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate, and ammonium.
• Know names and formulas for these common laboratory acids:
*The Stock system is the correct IUPAC convention for inorganic nomenclature.
Chm.1.2.5
• Explain how ionic bonding in compounds determines their characteristics: high MP, high BP, brittle, and high electrical conductivity
either in molten state or in aqueous solution.
• Explain how covalent bonding in compounds determines their characteristics: low MP, low BP, poor electrical conductivity, polar
nature, etc.
• Explain how metallic bonding determines the characteristics of metals: high MP, hig h BP, high conductivity, malleability, ductility, and
luster.
12
2014 Iredell-Statesville Schools – Chemistry
• Apply Valence Shell Electron Pair Repulsion Theory (VSEPR) for these electron pair geometries and molecular geometries, and bond
angles - Electron pair - Molecular (bond angle); Linear framework – linear; Trigonal planar framework– trigonal planar, bent;
Tetrahedral framework– tetrahedral, trigonal pyramidal, bent; Bond angles (include distorting effect of lone pair electrons – no specific
angles, conceptually only)
• Describe bond polarity. Polar/nonpolar molecules (relate to symmetry) ; relate polarity to solubility—“like dissolves like”
 Describe macromolecules and network solids: water (ice), graphite/diamond, polymers (PVC, nylon), proteins (hair, DNA) intermolecular
structure as a class of molecules with unique properties.
Essential Vocabulary:
cation, anion, covalent, ionic, valence electrons
Learning Targets: “I Can”
1.2.1 I can compare (qualitatively) the relative strength of ionic,
covalent, and metallic bonds.
1.2.2 I can infer the type of bond and chemical formula formed
between atoms.
1.2.3 I can compare inter- and intra- particle forces.
Criteria For Success: “I Will”
I will describe a metallic bond as “metal ions plus ‘sea of mobile electrons
I will describe how ions are formed
I will describe which arrangements are stables referring to filled and half
filled d-levels
I will appropriately use the term cations and anions
I will predict ionic charges for representative elements based on valence
electrons
I will differentiate between an ionic, covalent and metallic bond
I will demonstrate covalent bonding with the use of stable noble gas
arrangements
I will draw Lewis dot structures for compounds and diatomic elements
indicating single, double and triple bonds
I will predict the type of bond based on periodic table location
I will predict the type of bond based on the electronegativity value
I will predict chemical formulas using Lewis structures
I will explain why intermolecular forces are weaker than ionic, covalent
metallic bonds
I will explain why hydrogen bonding is stronger than dipole-dipole and
dispersion forces
I will understand the relationship between bond energy and length of
13
2014 Iredell-Statesville Schools – Chemistry
1.2.4 can interpret the name and formula of compounds using
the IUPAC conventions
1.2.5 I can compare the properties of ionic, covalent, metallic,
and network compounds.
single, double and triple bonds
I will describe intermolecular forces and their relative strengths
I will write binary compounds of two nonmetals
I will write binary compounds of metals/nonmetals
I will write ternary compounds
I will know names and formulas for these common laboratory acids.
I will write with charges the following nitrates,sulfate, carbonate, acetate
and ammonium.
I will explain how ionic bonding influences MP, BP, structure, conductivity
and solubility
I will explain how covalent bonding influences MP, BP, structure and
conductivity, polarity and solubility
I will explain how metallic bonding influences MP, BP, conductivity,
malleability, ductility and luster
Apply VSEPR to determine molecular geometric shape of simple molecules
I will describe how molecular shape determines molecular polarity
I will relate polarity to solubility; “like dissolves like”
I will describe macromolecules and network solids as large complex
molecules that have unique properties
14
2014 Iredell-Statesville Schools – Chemistry
Essential Standard Chem 1.3: Understand the physical and chemical properties of atoms based on their position on the
periodic table.
Clarifying Objectives:
Chm.1.3.1 Classify the components of a periodic table (period, group, metal, metalloid, nonmetal, transition).
Chm.1.3.2 Infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an element based on its position on the
Periodic Table.
Chm.1.3.3 Infer the atomic size, reactivity, electronegativity, and ionization energy of an element from its position on the Periodic Table.
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.1.3.1
Using the Periodic Table,
Groups (families)
• Identify groups as vertical columns on the periodic table.
• Know that main group elements in the same group have similar properties, the same number of valence electrons, and the same oxidation
number.
• Summarize that reactivity increases as you go down within a group for metals and decreases for nonmetals.
Periods
• Identify periods as horizontal rows on the periodic table.
Metals/Nonmetals/Metalloids
• Identify regions of the periodic table where metals, nonmetals, and metalloids are located.
Classify elements as metals/nonmetals/metalloids based on location.
Representative elements (main group) and transition elements
• Identify representative (main group) elements as A groups or as groups 1, 2, 13-18.
• Identify alkali metals, alkaline earth metals, halogens, and noble gases based on location on periodic table.
• Identify transition elements as B groups or as groups 3-12.
15
2014 Iredell-Statesville Schools – Chemistry
Chm.1.3.2
Using the Periodic Table,
Atomic and ionic radii
• Define atomic radius and ionic radius.
• Know group and period general trends for atomic radius.
• Apply trends to arrange elements in order of increasing or decreasing atomic radius. Explain the reasoning behind the trends.
• Compare cation and anion radius to neutral atom.
Metallic Character
• Compare the metallic character of elements.
• Use electron configuration and behavior to justify metallic character. (Metals tend to lose electrons in order to achieve the stability of a filled
octet.)
• Relate metallic character to ionization energy, electron affinity, and electronegativity.
Electron configurations/valence electrons/ionization energy/electronegativity
• Write electron configurations, including noble gas abbreviations (no exceptions to the general rules). Included here are ex tended
arrangements showing electrons in orbitals.
• Identify s, p, d, and f blocks on Periodic Table.
• Identify an element based on its electron configuration. (Students should be able to identify elements which follow the general rules, not
necessarily those which are exceptions.)
• Determine the number of valence electrons from electron configurations.
• Predict the number of electrons lost or gained and the oxidation number based on the electron configuration of an atom.
• Define ionization energy and know group and period general trends for ionization energy. Explain the reasoning behind the trend.
• Apply trends to arrange elements in order of increasing or decreasing ionization energy.
 Define electronegativity and know group and period general trends for electronegativity. Explain the reasoning behind the trend.
• Apply trends to arrange elements in order of increasing or decreasing electronegativity.
Essential Vocabulary:
Groups, periods, families, transition elements, valence electrons, oxidation number
16
2014 Iredell-Statesville Schools – Chemistry
Learning Targets: “I Can”
1.3.1 I can classify the components of a periodic table (period,
group, metal, metalloid, nonmetal, transition).
1.3.2 I can infer the physical properties (atomic radius, metallic
and nonmetallic characteristics) of an element based on its
position on the periodic table.
Criteria For Success: “I Will”
I can identify groups as vertical columns on the periodic table.
I will know that main group elements in the same group have similar
properties
I will know that main group elements in the same group have the same
number of valence electrons.
I will know that main group elements in the same group have the same
oxidation number.
I will summarize that reactivity increases as you go down within a group for
metals and decreases for nonmetals.
I will identify periods as horizontal rows on the periodic table.
I will identify regions of the periodic table where metals, nonmetals, and
metalloids are located. I will classify elements as
metals/nonmetals/metalloids based on location on the periodic table.
I will identify representative (main group) elements as A groups or as
groups 1, 2, 13-18.
I will identify alkali metals, alkaline earth metals, halogens, and noble gases
based on location on periodic table.
I will identify transition elements as B groups or as groups 3-12.
I will know general group and period trends for atomic radius.
I will use trends to arrange elements in order of increasing or decreasing
atomic radius.
I will explain the reasoning behind the trends.
I will compare cation and anion radius to that of a neutral atom.
I will identify the metallic character of elements.
I will use electron configuration and behavior to justify metallic character.
I will be able to explain that metals tend to lose electrons in order to
achieve the stability of a filled octet.
I will relate metallic character to ionization energy.
I will relate metallic character to electron affinity.
I will relate metallic character to electronegativity.
17
2014 Iredell-Statesville Schools – Chemistry
1.3.3 I can infer the atomic size, reactivity, electronegativity, and
ionization energy of an element from its position in the periodic
table.
I will write standard electron configurations.
I will diagram noble gas electron configuration.
I will identify s, p, d, and f blocks on Periodic Table.
I will identify an element based on its electron configuration.
I will determine the number of valence electrons from electron
configurations.
I will be able to predict the number of electrons lost or gained and the
oxidation number based on the electron configuration of an atom.
I will define ionization energy.
I will identify group and period general trends for ionization energy.
I will explain the reasoning behind the trend.
I will apply trends to arrange elements in order of increasing or decreasing
ionization energy.
I will define electronegativity.
I will know group and period general trends for electronegativity.
I will explain the reasoning behind the electronegativity trend.
I will apply trends to arrange elements in order of increasing or decreasing
electronegativity.
18
2014 Iredell-Statesville Schools – Chemistry
Energy: Conservation and Transfer
Essential Standard Chem 2.1: Understand the relationship among pressure, temperature, volume, and phase.
Clarifying Objectives:
Chm.2.1.1
Chm.2.1.2
Chm.2.1.3
Chm.2.1.4
Chm.2.1.5
Explain the energetic nature of phase changes.
Explain heating and cooling curves (heat of fusion, heat of vaporization, heat, melting point, and boiling point).
Interpret the data presented in phase diagrams.
Infer simple calorimetric calculations based on the concepts of heat lost equals heat gained and specific heat.
Explain the relationships among pressure, temperature, volume, and quantity of gas, both qualitative and quantitati ve.
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.2.1.1
• Explain physical equilibrium: liquid water-water vapor. Vapor pressure depends on temperature and concentration of particles in
solution. (conceptual only – no calculations)
• Explain how the energy (kinetic and potential) of the particles of a substance changes when heated, cooled, or changing phase.
• Identify pressure as well as temperature as a determining factor for phase of matter.
• Contrast heat and temperature, including temperature as a measure of average kinetic energy, and appropriately use the units Joule,
Celsius, and Kelvin.
19
2014 Iredell-Statesville Schools – Chemistry
Essential Vocabulary
endothermic, exothermic, mole
20
2014 Iredell-Statesville Schools – Chemistry
Learning Targets: “I Can”
2.1.1 I can explain the energetic nature of phase changes.
2.1.2 I can explain heating and cooling curves (heat of fusion,
heat of vaporization, heat, melting point, and boiling point).
2.1.3 I can interpret the data presented in phase diagrams.
2.1.4 I can infer simple calorimetric calculations based on the
concepts of heat lost equals heat gained and specific heat.
2.1.5 I can explain the relationships among pressure,
temperature, volume, and quantity of gas, both qualitative and
quantitative.
Criteria For Success: “I Will”
I will explain physical equilibrium: liquid water and water vapor.
I will explain the concept that vapor pressure depends on temperature and
concentration of particles in solution.
I will explain energy changes of particles in phase changes.
I will identify the factors affecting phases of matter including temperature
and pressure.
I will contrast heat and temperature.
I will use joules, celsius and kelvin appropriately.
I will define, calculate and use the terms specific heat capacity, heat of
fusion and heat of vaporization.
I will interpret heating and cooling curves and phase diagrams.
I will use phase diagrams to determine information of chemical phases.
I will be able to interpret a phase change diagram and identify regions,
phases, and areas of phase change using the diagram.
I will also be able to draw phase diagrams of carbon dioxide and water showing boiling and melting points of each.
I will be able to remember and apply the idea that, in a closed system,
energy is neither lost nor gained - only transferred.
I will use calorimetric formulas to calculate missing information with regard
to the formulas listed in the unpacked standards.
I will identify characteristics of ideal gases.
I will apply general gas solubility characteristics.
I will apply the following formulas and concepts of kinetic molecular theory:
1. 1 mol = 22.4 L at STP
2. PV=nRT (Ideal Gas Law) and P1V1/T1 = P2V2/T2 (Combined Gas Law)
3. Avogadro’s Law n1/V1 = n2/V2
4. Dalton’s Law (Pt = P1 + P2 + P3...)
5. Vapor pressure of water as a function of temperature (conceptually).
21
2014 Iredell-Statesville Schools – Chemistry
Essential Standard Chem 2.2: Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objectives:
Chm.2.2.1 Explain the energy content of a chemical reaction.
Chm.2.2.2 Analyze the evidence of chemical change.
Chm.2.2.3 Analyze the law of conservation of matter and how it applies to various types of chemical equations (synthesis, decomposition,
single replacement, double replacement, and combustion).
Chm.2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction.
Chm.2.2.5 Analyze quantitatively the composition of a substance (empirical formula, molecular formula, percent composition, and hydrates).
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.2.2.1
• Explain collision theory – molecules must collide in order to react, and they must collide in the correct or appropriate orientation and with
sufficient energy to equal or exceed the activation energy.
• Interpret potential energy diagrams for endothermic and exothermic reactions including reactants, products, and activated complex.
Chm.2.2.2
Students should be able to determine if a chemical reaction has occurred based on the following criteria:
• Precipitate formation (tie to solubility rules)
• Product testing - Know the tests for some common products such as oxygen, water, hydrogen and carbon dioxide: burning splint for oxygen,
hydrogen or carbon dioxide, and lime water for carbon dioxide. Include knowledge and application of appropriate safety precautions.
• Color Change – Distinguish between color change as a result of chemical reaction, and a change in color intensity as a result of dilution.
• Temperature change – Tie to endothermic/exothermic reaction. Express ∆H as (+) for endothermic and (–) for exothermic.
Chm.2.2.3
• Write and balance chemical equations predicting product(s) in a reaction using the reference tables.
• Identify acid-base neutralization as double replacement.
22
2014 Iredell-Statesville Schools – Chemistry
• Write and balance ionic equations.
• Write and balance net ionic equations for double replacement reactions.
• Use reference table rules to predict products for all types of reactions to show the conservation of mass.
• Use activity series to predict whether a single replacement reaction will take place.
• Use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs.
Chm.2.2.4
• Interpret coefficients of a balanced equation as mole ratios.
• Use mole ratios from the balanced equation to calculate the quantity of one substance in a reaction given the quantity of a nother substance
in the reaction. (given moles, particles, mass, or volume and ending with moles, particles, mass, or volume of the desired substance)
Chm.2.2.5
• Calculate empirical formula from mass or percent using experimental data.
• Calculate molecular formula from empirical formula using molecular weight.
• Determine percentage composition by mass of a given compound.
• Perform calculations based on percent composition.
• Determine the composition of hydrates using experimental data.
Essential Vocabulary:
precipitate, chemical reaction, empirical formula, molecular formula
Learning Targets: “I Can”
2.2.1 I can explain the energy content of a chemical reaction.
Criteria For Success: “I Will”
I will explain collision theory - molecules collide in order to react, and they
must collide in the correct or appropriate orientation and with sufficient
energy to equal or exceed the activation energy.
I will interpret potential energy diagrams for endothermic and exothermic
reactions including reactants, products, and activated complex
23
2014 Iredell-Statesville Schools – Chemistry
2.2.2 I can analyze the evidence of chemical change.
2.2.3 I can analyze the law of conservation of matter and how it
applies to various types of chemical equations
2.2.4 I can analyze the stoichiometric relationships inherent in a
chemical reaction.
2.2.5 I can analyze quantitatively the composition of a substance
(empirical formula, molecular formula, percent composition, and
hydrates).
I will be able to tie solubility rules to precipitate formation.
I will be able to test products for oxygen, water, hydrogen, and carbon
dioxide.
I will be able to distinguish color change as a result of chemical reaction,
and a change in color intensity as a result of dilution.
I will be able to tie endothermic/exothermic reactions to temperature
change.
I will be able to express H as (+) for endothermic and (-) for exothermic.
I will write and balance chemical equations predicting product(s) in a
reaction using the reference tables.
I will identify acid-base neutralization as double replacement.
I will write and balance ionic equations.
I will recognize that hydrocarbons (C, H molecule) and other molecules
containing C, H and O burn completely in oxygen to product carbon dioxide
and water vapor.
I will use reference table rules to predict products for all types of reactions
to show the conservation of mass.
I will use activity series to predict whether a single replacement reaction
will take place.
I will use the solubility rules to determine the precipitate in a double
replacement reaction if a reaction occurs.
I will interpret coefficients of a balanced equation as mole ratios.
I will use mole ratios from the balanced equation to calculate the quantity
of one substance in a reaction given the quantity of another substance in
the reaction (given moles, particles, mass, or volume and ending with
moles, particles, mass, or volume of the desired substance).
I will calculate empirical formula from mass or percent using experimental
data.
I will calculate molecular formula from empirical formula using molecular
weight.
I will determine percentage composition by mass of a given compound.
I will perform calculations based on percent composition.
I will determine the composition of hydrates using experimental data.
24
2014 Iredell-Statesville Schools – Chemistry
Interaction of Energy and Matter
Essential Standard Chem 3.1: Understand the factors affecting the rate the reaction and chemical equilibrium.
Clarifying Objectives:
Chm.3.1.1 Explain the factors that affect the rate of a reaction (temperature, concentration, particle size and presence of a catalyst).
Chm.3.1.2 Explain the conditions of a system at equilibrium.
Chm.3.1.3 Infer the shift in equilibrium when a stress is applied to a chemical system (Le Chatelier’s Principle).
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.3.1.1
• Understand qualitatively that reaction rate is proportional to number of effective collisions.
• Explain that nature of reactants can refer to their complexity and the number of bonds that must be broken and reformed in the course of
reaction.
• Explain how temperature (kinetic energy), concentration, and/or pressure affects the number of collisions.
• Explain how increased surface area increases number of collisions.
• Explain how a catalyst lowers the activation energy, so that at a given temperature, more molecules will have energy equal to or greater than
the activation energy.
Chm.3.1.2
• Define chemical equilibrium for reversible reactions.
• Distinguish between equal rates and equal concentrations.
• Explain equilibrium expressions for a given reaction.
• Evaluate equilibrium constants as a measure of the extent that the reaction proceeds to completion.
25
2014 Iredell-Statesville Schools – Chemistry
Chm.3.1.3
 Determine the effects of stresses on systems at equilibrium. (Adding/ removing a reactant or product; adding/removing heat;
increasing/decreasing pressure)
 Relate the shift that occurs in terms of the order/disorder of the system
Essential Vocabulary:
reactants, products, catalyst
Learning Targets: “I Can”
3.1.1 I can explain the factors that affect the rate of a reaction
(temperature, concentration, particle size and presence of a
catalyst)
3.1.2 I can explain the conditions of a system at equilibrium
3.1.3 I can infer the shift in equilibrium when a stress is applied
to a chemical system (Le Chatelier’s Principle).
Criteria For Success: “I Will”
I will describe what a reaction rate is.
I will quantitatively explain how reaction rate and number of collisions are
related.
I will explain the nature of reactants in terms of bonds broken and bonds
reformed.
I will explain how temperature and kinetic energy are related.
I will explain how temperature, concentration, and or pressure affects the
number of collisions.
I will explain how increasing surface area increases the number of
collisions.
I will explain what activation energy is.
I will explain how a catalyst lowers the activation energy.
I will define chemical equilibrium for reverse reactions.
I will between equal rates and equal concentrations.
I will explain equilibrium expressions for a given reaction.
I will use equilibrium expressions to explain to what extent a reaction goes
to completion.
I will explain LeChatelier’s principle to explain the stress on a system when
reactants or products are added or removed.
I will explain LeChatelier’s principle to explain the stress on a system when
26
2014 Iredell-Statesville Schools – Chemistry
heat is added or removed.
I will explain LeChatelier’s principle to explain the stress on a system when
pressure is increased or decreased.
I will use the terms of order/disorder to relate the shift in equilibrium.
Essential Standard Chem 3.2: Understand solutions and the solution process.
Clarifying Objectives:
Chm.3.2.1
Chm.3.2.2
Chm.3.2.3
Chm.3.2.4
Chm.3.2.5
Chm.3.2.6
Classify substances using the hydronium and hydroxide concentrations.
Summarize the properties of acids and bases.
Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar ratio).
Summarize the properties of solutions.
Interpret solubility diagrams.
Explain the solution process.
Unpacking: What does this standard mean that a student will know and be able to do?
Chm.3.2.1
• Distinguish between acids and bases based on formula and chemical properties.
• Differentiate between concentration (molarity) and strength (degree of dissociation). No calculation involved.
• Use pH scale to identify acids and bases.
• Interpret pH scale in terms of the exponential nature of pH values in terms of concentrations.
• Relate the color of indicator to pH using pH ranges provided in a table.
27
2014 Iredell-Statesville Schools – Chemistry
Chm.3.2.2
 Distinguish properties of acids and bases related to taste, touch, reaction with metals, electrical conductivity, and identification with
indicators such as litmus paper and phenolphthalein.
Chm.3.2.3
• Compute concentration (molarity) of solutions in moles per liter.
• Calculate molarity given mass of solute and volume of solution.
• Calculate mass of solute needed to create a solution of a given molarity and volume
Chm.3.2.4
• Identify types of solutions (solid, liquid, gaseous, aqueous).
• Define solutions as homogeneous mixtures in a single phase.
• Distinguish between electrolytic and nonelectrolytic solutions.
• Summarize colligative properties (vapor pressure reduction, boiling point elevation, freezing point depression, and osmotic pressure).
Chm.3.2.5
• Use graph of solubility vs. temperature to identify a substance based on solubility at a particular temperature.
• Use graph to relate the degree of saturation of solutions to temperature.
Chm.3.2.6
• Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between solute and
solvent particles. A material is insoluble due to a lack of attraction between particles.
• Describe the energetics of the solution process as it occurs and the overall process as exothermic or endothermic.
• Explain solubility in terms of the nature of solute-solvent attraction, temperature and pressure (for gases).
Essential Vocabulary:
Acid, base, pH, molarity, concentration, aqueous, solute, solvent
28
2014 Iredell-Statesville Schools – Chemistry
Learning Targets: “I Can”
3.2.1 I can classify substances using the hydronium and
hydroxide concentrations.
3.2.2 I can summarize the properties of acids and bases.
3.2.3 I can infer the quantitative nature of a solution (molarity,
dilution, and titration with a 1:1 molar ratio).
3.2.4 I can summarize the properties of solutions.
Criteria For Success: “I Will”
I will distinguish between acids and bases based on their chemical formula.
I will distinguish between acids and bases based on their chemical
properties.
I will explain that concentration of a solution contains the number of moles
per liter (molarity).
I will explain that the strength of a solution is the degree to which the
material dissociates.
I will use the pH scale to identify acids and bases.
I will be able to interpret pH scale in terms of the exponential nature of pH
values in terms of concentrations.
I will be able to relate the color of indicator to pH using pH ranges provided
in a table.
I will be able to compute pH, pOH, [H+], and [OH-].
I will be able to distinguish properties of acids and bases related to taste,
touch, reaction with metals, electrical conductivity, and identification with
indicators.
I will be able to calculate the molarity of solutions.
I will be able to calculate molarity given mass of solute and volume of
solution.
I will calculate the mass of solute needed to create a solution of a given
molarity and volume.
I will be able to solve dilution problems using the formula: M1V1 = M2V2.
I will be able to perform 1:1 titration calculations using the formula: MAVA
= MBVB
I will determine the concentration of an acid or base using titration.
I will be able to interpret titration curves for strong acid/strong base.
I will be able to identify the different types of solutions (solid, liquid,
gaseous, aqueous).
I will define solutions as homogeneous mixtures.
I will distinguish between electrolytic and nonelectrolytic solutions.
I will be able to summarize the colligative properties (vapor pressure
29
2014 Iredell-Statesville Schools – Chemistry
3.2.5 I can interpret solubility diagrams.
3.2.6 I can explain the solution process.
reduction, boiling point elevation, freezing point depression, and osmotic
pressure).
I will use a graph of solubility vs. temperature to identify a substance.
I will use graphs to relate the degree of saturation of solutions to
temperature.
I will be able to develop a conceptual model for the solution process using a
cause and effect relationship that deals with the forces of attraction
between solute and solvent particles.
I understand that a material is insoluble due to a lack of attraction between
particles.
I will describe the heat lost or gained during the solution process.
I will be able to classify the overall process as exothermic (releasing heat)
or endothermic (gaining heat).
I will explain solubility in terms of the nature of solute-solvent attraction.
I will explain solubility in terms of temperature and pressure (for gases).
30
2014 Iredell-Statesville Schools – Chemistry
Instructional Resources
Resource
Flinn Lab Manuals
Description
Lab manuals must be purchased, but contain very good labs
Mr. Kent’s Chemistry Page
http://www.kentchemistry.com-- Webpages, diagrams, video,
lesson plans, etc
http://www.khanacademy.org –Extensive video library,
interactive challenges, lesson plans, practice / tutoring
resources, and curriculum planning
http://sciencenetlinks.com/lessons/Science NetLinks is a premier
K-12 science education resource produced by the American
Association for the Advancement of Science. At Science NetLinks,
you'll find teaching tools, interactives, podcasts, and hands-on
activities, and all of it is free!
Khan Academy
Science Net Links
ChemFiesta
PhET Project
SAS Curriculum Pathways
Next Generation Science Standards
http://www.chemfiesta.com This is a great resource for high
school chemistry students and teachers—a virtual help desk.
http://phet.colorado.edu/en/simulations/category/chemistry
Interactive, researched based simulations for the PhET TM project
at the University of Colorado
http://www.sascurriculumpathways.com/portal/
Interactive, standards-based resource, free to students and
educators.
http://www.nextgenscience.org/next-generation-sciencestandards
Reference for the Next Generation Science standards finalized in
May 2013. This is a good resource for Common Core.
31
2014 Iredell-Statesville Schools – Chemistry
Formative Assessment Resources
Resource
South Caldwell HS website
NY Regents
Description
http://sc.caldwellschools.com/education/components/testbank/default.php?sectiondetailid=28608
EOC Review—interactive questions for each science course
http://www.nysedregents.org/
EOC Review—All copies of past exams released for instructional use.
32