HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Hoover City Schools Secondary Curriculum
Science, 2006-07
Course Information:
Course Title: Chemistry 11, IB
Grade Level: 11
Course Description: This course is the study of International
Baccalaureate Chemistry and covers subject matter
including soichiometry through acid base theory
from the International Baccalaureate Curriculum
Guide. Students will engage in problem solving,
designing, and performing experiments.
State COS Correlate: None
Calendar Type: Year
Pre-requisite: Honors Integrated Chemistry and Physics or
Chemistry
Co-requisite: Pre-Calculus
Textbook Title: Chemistry: The Central Science (AP Edition)
Textbook Publisher: Prentice Hall
Textbook ISBN: 0-13-193719-7
Textbook Copy Year: 2006, 10th ed
Accountability Standards: None
LEA Curriculum Authors: J. Mahon
Date of LEA Approval: Spring 2006
Topical Scope and Sequence:
Unit #
1
2
1st Nine Weeks
Review of First Year Chemistry
Reactions, Solution Stoichiometry and Redox
2nd Nine Weeks
Unit #
3
4
Atomic Theory
Chemical Bonding
Unit #
5
6
7
3rd Nine Weeks
Energetics (including solutions)
Gases and States of Matter
Chemical Kinetics
Unit #
7
8
4th Nine Weeks
Equilibrium
Acid-Base Theory
Page 1 of 20
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Units and Outcome-Based Objectives:
Unit 1- Review of First Year Chemistry
Essential Questions:
What are the basic chemical principles required to be successful in IB
Chemistry 11?
Conceptual Connections:
Communication
Continuity
Experimental Activities:
#
1
2
3
4
5
Unit 1 Investigations
Green Fire
Significant Figures, Measurement
Determining the Cost of an Atom
Determination of the formula of MgO
Penny Lab
Unit Obj
Correlation
27, 28
2,3,4,27,28
3, 10,27,28
4,9,17,27,28
1,27,28
Type
(Dem, Exp, Inq)
Demo
Experiment
Experiment
Experiment
Inquiry
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
Unit 1 Objectives
Show how matter can be divided into
subgroups.
1.
Use SI
system of units and prefixes.
Perform calculations involving density
and dimensional analysis.
Identify causes of uncertainty in
measurements and relate them to
accuracy and precision.
Use significant figures and scientific
notation when solving problems and in
the laboratory.
Learn the names and symbols of the
most common elements.
Learn the names and charges of the most
common polyatomic ions.
Be able to name compounds given their
Page 2 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Review
A-1
and
P-3
NA
Review
Review
NA
P-4
NA
NA
NA
NA
P-4
NA
A
NA
A
NA
Review
Review
Review
Review
Review
NA
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
Unit 1 Objectives
formulas, and to write formulas given
their names.
Describe the mole concept and apply it
9
to substances.
Calculate the number of particles and
10
the amount of substances (in moles.)
Define the term molar mass (M), and
11 calculate the mass of one mole of a
species.
Distinguish between atomic mass,
molecular mass, molar mass and
12
formula mass. The term for molar mass
(in g mol-1) can be used for all of these.
Define the terms relative molar mass
13 (Mr) and relative atomic mass (Ar). The
terms have no units.
State the relationship between amount of
substance (in moles) and mass. Carry
14
out calculations involving amount of
substance, mass, and molar mass.
Define the terms empirical formulas and
15
molecular formulas.
Be able to calculate percent composition
16. when given the name or formula of a
compound.
Determine the empirical formula from
17 percent composition data or combustion
data.
Determine the molecular formula when
18 given both the empirical formula and the
molar mass.
Balance chemical equations when all
reactants and products are given. and
19
distinguish between coefficients and
subscripts.
Identify the mole ratios of any two
20
species in a balanced chemical equation.
Use balanced chemical equations to
21 obtain information about the amounts of
reactants and products.
Apply the state symbols (s), (l), (g) and
22
(aq) in chemical equations.
Calculate stoichiometric quantities and
23
use these to determine experimental and
Page 3 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
A-6-3
Review
Review
A-6
NA
NA
A-6
NA
Review
Review
A-6
A-6
NA
NA
Review
IB OBJ
A-6
NA
A-6-5
NA
Review
A-6
NA
Review and
Mastery
A-6-5
NA
A-6-4
NA
NA
NA
NA
NA
NA
NA
A-6
NA
Review
Review
Review and
Mastery
Review and
Mantery
Review and
Mastery
Review and
Mastery
Mastery
Review and
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
24
25
26
27
28
Unit 1 Objectives
theoretical yields.
Determine the limiting reactant and the
reactant in excess when quantities of
reacting substances are given.
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
P-1
through
P-11
NA
Review and
Mastery
Review and
Mastery
Identify the limiting reagent.
Calculate the amount(s) of the
reactant(s) in excess remaining after the
reaction is complete.
Learn safety rules for the chemistry lab
and practice them for every experiment.
Perform experiments with and without
procedures.
Review and
Mastery
Mastery
Mastery
Unit 2- Reactions, Solution Stoichiometry and Redox
Essential Questions:
How are the interactions of matter expressed quantitatively?
Conceptual Connections:
Ratio
Balance
Experimental Activities:
#
Unit 2 Investigations
1
Electrolytes – strong, weak, and nonelectrolytes
Precipitations Reactions; Determination of an
Unknown (ACS Lab)
Finding % NaOCl in Bleach
Other appropriate labs: % Acetic Acid in
Vinegar or any Strong Acid/Strong Base
2
3
4
Unit Obj
Correlation
1,2
(Dem, Exp, Inq)
4,5
Inquiry
8 - 16
Experiment
8,9
Experment
Type
Demo
Outcome-Based Objectives:
#
1
2
Unit 2 Objectives
Explain why water is an effective
solvent.
2.
Characterize
strong electrolytes, weak electrolytes,
Page 4 of 20
Mastery Level
(Int, Rev, Mas)
Mastery
Mastery
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Unit 2 Objectives
and non-electrolytes
Define the terms solute, solvent, solution
and concentration(g dm-3 and mol dm-3)
Carry out calculations involving
concentration, amount of solute and
volume of solution.
Recognize and be able to predict the
products for precipitation reactions, acid
base reactions and redox reactions.
Learn the rules for the solubility of salts
in water. (Table 4.1, p. 111, BLB)
Describe reactions in solution as formula
(molecular) equations, complete ionic
equations, and net ionic equations.
Solve solution stoichiometry problems.
Perform calculations involved in acid
base volumetric analysis
Define oxidation and reduction (in a
chemical reaction) in terms of electron
loss and gain.
Calculate the oxidation number of an
element in a compound.
State and explain the relationship
between oxidation numbers and the
names of compounds.
Identify whether an element is oxidized
or reduced in simple redox reactions,
using oxidation numbers.
Define the terms oxidizing agent
(oxidant) and reducing agent (reductant).
Balance redox equations in acid solutions
using half reactions.
Make the calculations associated with
redox titrations.
Mastery Level
(Int, Rev, Mas)
Mastery
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Unit 3-Atomic Structure and Periodicity
Essential Questions:
How do we know that matter has structure and order?
Can the quantum mechanical model of the atom explain the structure of the
Periodic Table and the periodic properties of the elements?
Page 5 of 20
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Conceptual Connections:
Models
Balance
Prediction
Organization
Experimental Activities:
#
Unit 3 Investigations
1
2
Viewing Spectrum Tubes for Line Spectra
Paramagnetism vs. Diamagnetism
Unit Obj
Correlation
2,3
5,8
Type
(Dem, Exp, Inq)
Demo
Experiment
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
9
10
Unit 3 Objectives
Describe the operation of a mass
spectrometer.
3.
Describe
and explain the difference between a
continuous spectrum and a line
spectrum.
Explain how the lines on an emission
spectrum are related to the energy levels
of electrons in a given atom.
Know the maximum number of
electrons which may occupy each main
energy level.
Write electron configuration notations
and orbital notations for ground state
atoms.
State the numbering of orbitals. Know
how many orbitals each energy level can
have.
State the relative energies of s,p,d and f
orbitals.
Describe how the Aufbau Principle is
derived using the Pauli Exclusion
Principle, Hund‟s Rule of Maximum
Multiplicity and minimization of the
potential energy of the atom.
Sketch the shapes of the s, px,py, and pz
orbitals.
Relate the electronic configuration of an
Page 6 of 20
Mastery Level
(Int, Rev, Mas)
Mastery
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
11
12
13
14
15
16
17
18
Unit 3 Objectives
atom to its position on the periodic table.
Explain how the evidence from the first
and successive ionization energies
accounts for the existence of the main
energy levels and sub-levels (orbitals.)
Explain the arrangement of the Periodic
Table in order of increasing atomic
number.
Define the terms „group‟ and „period.‟
Discuss the relationship between the
electron configuration of the elements
and their position on the Periodic Table.
Discuss the similarities in chemical
nature of elements in the same group.
Discuss the change from metallic to
non-metallic nature of the elements
across period 3.
Describe and explain the periodic trends
in atomic radii, ionic radii and ionization
energies for the alkali metals (Li→ Cs),
halogens (F → I) and period 3 elements
(Na → Ar).
Explain the uniformity of the size of the
transition metal atoms and their ions.
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Unit 4-Chemical Bonding
Essential Questions:
What holds it all together?
Why are there so many differences and exceptions?
How does matter interact on an atomic and molecular level?
Conceptual Connections:
Form and function
Relative strength
Change
Symmetry
Experimental Activities:
#
Unit 4 Investigations
1
Paper Chromatography (with pre-lab lecture)
Page 7 of 20
Unit Obj
Correlation
21
Type
(Dem, Exp, Inq)
Inquiry
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
Unit 4 Investigations
2
Using Molecular Models
Retention Time of Different Compounds in the
GC (ASIM)
Use Balloons to Show Molecular Structure
3
4
Unit Obj
Correlation
10, 12
(Dem, Exp, Inq)
21, 22
Laboratory
12
Inquiry
Type
Demo
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
9
10
11
Unit 4 Objectives
Describe the ionic bond as the result of
electron transfer leading to attraction
between oppositely charged ions.
4.
Determine
which ions will be formed when metals
in groups 1, 2 and 3 lose electrons.
Determine which ions will be formed
when elements in groups 6 and 7 gain
electrons.
State and explain why transition metals
can form more than one ion.
Predict whether a compound of two
elements would be mainly ionic or
mainly covalent from the position of the
elements in the Periodic Table, or from
their electronegativity values.
Deduce the formula and state the name
of an ionic compound formed from a
group 1,2,or 3 metal and a group 5,6,
or7 non-metal.
Describe the covalent bond as the result
of electron sharing.
Draw the electron distribution (Lewis
Structure) of single and multiple bonds
in molecules.
State and explain the relationship
between the number of bonds, bond
length and bond strength.
Draw and deduce Lewis (electron dot)
structures of molecules for up to six
electron pairs on each atom.
Predict the shape and bond angles for
molecules with four to six charge
centers on the central atom.
Page 8 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Unit 4 Objectives
Use the valence shell electron pair
repulsion(VSPER) theory to predict the
shapes and bond angle of molecules and
ions having six pairs of electrons around
the central atom.
Identify the shape and bond angles for
species with two to six charge centers.
Compare the relative electronegativity
values of two or more elements based on
their positions in the Periodic Table.
Identify the relative polarity of bonds
based on electronegativity values.
Predict molecular polarity based on
bond polarity and molecular shape.
State and explain the meaning of the
term hybridization.
Discuss the relationships between Lewis
structures, molecular shapes and types
of hybridization.
Describe σ (sigma = single) and П (pi =
multiple) bonds.
State what is meant by the delocalization
of П (pi) electrons and explain how this
can account for the structures of some
substances (resonance structures).
Describe the types of intermolecular
forces (hydrogen bond, dipole-dipole
attraction and van der Waals forces) and
explain how they arise from the
structural features of molecules.
Describe and explain how
intermolecular forces affect the boiling
points of substances.
Describe metallic bond formation and
explain the physical properties of
metals.
Compare and explain the following
properties of substances resulting from
different types of bonding and
intermolecular forces: melting and
boiling points, volatility, conductivity
and solubility.
Predict the relative values of melting
Page 9 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
26
Unit 4 Objectives
and boiling points,
volatility,conductivity and solubility
based on the different types of bonding
and intermolecular forces in substances.
Describe and explain the structures and
properties of diamond, graphite and
fullerene.
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
Mastery
Unit 5-Energetics
Essential Questions:
What are the energy considerations when reactions occur?
Does chemical energy always result in useful work?
Conceptual Connections:
Change
Order
Power
Experimental Activities:
#
Unit 5 Investigations
1
2
3
4
Finding the Specific Heat of an Unknown Metal
Experiment 18 Chemistry w/ Computers (ASIM)
Experiment 17 Comparison of Fuels (ASIM)
Hess‟s Law Heat of formation of MgO
Unit Obj
Correlation
1,2,6,8
9,10
9,10
1,6,8,10
Type
(Dem, Exp, Inq)
Experiment
Experiment
Experiment
Inquiry
Outcome-Based Objectives:
#
1
2
3
Unit 5 Objectives
Define the terms exothermic reaction,
endothermic reaction and standard
enthalpy change of reaction (ΔHo).
5.
State the
relationship between temperature
change, enthalpy change and whether a
reaction is exothermic or endothermic.
Deduce, from an enthalpy diagram, the
relative stabilities of reactants and
products and the sign of the enthalpy
Page 10 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Unit 5 Objectives
change for the reaction
Describe and explain the changes which
take place at the molecular level in
chemical reactions.(Bond breaking and
bond formation)
Suggest suitable experimental
procedures for measuring enthalpy
changes in aqueous solution.
Calculate the heat change when the
temperature of a pure substance is
altered. q = m•c•∆T
Explain that enthalpy changes of
reaction relate to specific quantities of
either reactants or
products.(Stoichiometry)
Analyze experimental data for enthalpy
changes of reactions in aqueous
solution.
Calculate the enthalpy change of a
reaction in aqueous solution using
experimental data on temperature
changes, quantities of reactants and
mass of solution.
Determine the enthalpy change of a
reaction which is the sum of two or
more reactions with known enthalpy
changes.
Define the term average bond enthalpy.
Calculate the enthalpy change of a
reaction using bond enthalpies.
Define and use the terms standard state
and standard enthalpy change of
formation. (∆Hf)
Calculate the enthalpy change of a
reaction using standard enthalpy
changes of formation.
Define the term lattice enthalpy.
Compare the effect of both the relative
sizes and the charges of ions on the
lattice enthalpies of different ionic
compounds. (Use Coulomb‟s Law.)
Construct a Born-Haber cycle and use it
to calculate an enthalpy change.
Analyze theoretical and experimental
Page 11 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
19
20
21
22
Unit 5 Objectives
lattice enthalpy values.
State and explain the factors which
increase the disorder (entropy) in a
system.
Predict whether the entropy change
(∆So) for a given reaction or process
would be positive or negative.
Calculate the standard entropy change
for a reaction (∆So) using values of
absolute entropies.
Calculate ∆Go for a reaction using the
equation ∆Go ═ ΔHo + ∆So or by using
values of the standard free energy
change of formation, ∆Gof .
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
NA
NA
NA
NA
Mastery
Mastery
Mastery
Mastery
Unit 6-Gases and States of Matter
Essential Questions:
How does the motion of matter affect its properties?
Conceptual Connections:
Changes of State
Intermolecular Forces
Experimental Activities:
#
Unit 6 Investigations
1
2
3
4
Advanced Separation of Alcohols by GC (ASIM)
Molar Mass by Vapor Density
Diffusion Minilab
Exploding Tennis Ball Can
Unit Obj
Correlation
3,5
16
4
11- 15
Type
(Dem, Exp, Inq)
Experiment
Experiment
Experiment
Inquiry
Outcome-Based Objectives:
#
1
2
Unit 6 Objectives
Describe and compare solids, liquids
and gases as the three state of matter.
6.
Describe
the movement of particles, the attractive
forces between particles and
interparticle spacing in solids, liquids,
Page 12 of 20
Mastery Level
(Int, Rev, Mas)
Mastery
Mastery
COS
Alignment
Accountability
Alignment
NA
NA
NA
NA
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Unit 6 Objectives
and gases.
Give a molecular level description of
what happens when evaporation,
boiling, condensing, melting and
freezing occur.
Define, explain, and give examples of
diffusion and effusion.
Describe kinetic theory in terms of the
movement of particles whose average
kinetic energy is proportional to absolute
temperature.
Interpret kinetic theory in terms of ideal
gases consisting of point masses in
random motion whose energy is
proportional to absolute temperature.
Describe on a molecular level what
happens when the temperature is
change.
Describe the Maxwell-Boltzmann
energy distribution curve.
Draw and explain qualitatively the
Maxwell-Boltzmann energy distribution
curve.
Describe qualitatively the effects of
temperature, pressure and volume
changes on a fixed mass of an ideal gas.
State and use the ideal gas equation PV
= nRT.
Apply the ideal gas equation in
calculations.
Use the relationship between P, V, N
and T for gases.
Be able to use P2V2/T2 ═ P1V1/T1.
Know that one mole of any gas occupies
22.4 L at 0oC and 101.3 kPa (STP.)
Be able to calculate molar volume,
molar mass, and density from the
equations derived in this unit.
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
Mastery
NA
NA
NA
NA
Mastery
Unit 7- Chemical Kinetics
Essential Questions:
What are the accelerator and the brake pedal for chemical reactions?
Page 13 of 20
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Conceptual Connections:
Temperature
Concentration
Time
Experimental Activities:
#
Unit 7 Investigations
1
Revised Blue Bottle Reaction
Determination of the Order of Crystal Violet
When It Reacts with NaOH (ASIM) or our
Colorimeters
Kinetic Study with Spec 20 (ASIM)
2
3
4
Unit Obj
Correlation
3
(Dem, Exp, Inq)
9
Experiment
3-5, 9
Experiment
Type
Demo
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
Unit 7 Objectives
State the meaning of „rate of reaction‟
and describe the measurement of
reaction rates, such as measurement of
loss of mass vs. time or gas volume
produced vs. time.
7.
Interpret
and explain data obtained from
experiments concerned with the rate of
reaction both qualitatively and
quantitatively.
Predict the rate expression for a reaction
given data showing how reaction rates
vary with concentration of reactants.
(Method of Initial Rates)
Determine the rate expression for a
reaction in the laboratory.
Define the terms “order of reaction” and
“rate constant.‟
Determine the order of a reaction, given
initial rates as a function of
concentration of reactants.
Describe the qualitative effect of
temperature on the rate constant.
Interpret graphical representations for
zero, first and second order reactions.
Page 14 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
9
10
11
12
13
14
15
16
17
18
19
20
21
Unit 7 Objectives
Determine the order of a reaction from
laboratory data.
For a first order reaction, calculate the
concentration of a reactant after a given
time, knowing its original concentration
and the rate constant.
Calculate the half-life of first order
reactions. This is the same equation that
is used for half-life in radioactive decay.
Define the terms “rate determining
step”, “molecularity” and “activated
complex.”
Use the Arrhenius equation for
temperature dependence of the rate
constant to calculate any one of the five
quantities: k1, k2, T1, T2, Ea, knowing or
having calculated the other quantities.
Describe the relationship between
mechanism, order, rate determining step
and activated complex.
Demonstrate an understanding of what
an activated complex (transition state) is
and how the order of the reaction relates
to the mechanism.
Explain collision theory.
Predict the qualitative effect of particle
size, temperature, concentration, and
catalysts on the rate of a reaction, using
collision theory.
Describe the Maxwell-Boltzmann
energy distribution curve.
Draw and interpret qualitatively
Maxwell-Boltzmann energy distribution
curves for different temperatures.
Draw potential energy diagrams which
show ΔH and Ea for both endothermic
and exothermic reactions, with and
without a catalyst.
Deduce a mechanism from a rate
expression and vice versa.
Unit 8-Chemical Equilibrium
Page 15 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
Mastery
NA
NA
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Essential Questions:
Are all of the reactants really used up?
Is a chemical reaction at equilibrium a perpetual motion machine?
Conceptual Connections:
Equal velocities.
Balance
Ratio
Experimental Activities:
#
1
2
3
4
Unit 8 Investigations
Demo of FeSCN2+ on Overhead (Flinn Demo)
Determination of Kc for FeSCN2+with Spec 20
(ASIM)
Experiment 17 in Flinn Lab Manual (blue)
2 NO ↔ N2O4 (Two Tubes, hot water, cold
water)
Unit Obj
Correlation
10
(Dem, Exp, Inq)
4
Experiment
10
Experiment
10
DEMO
Type
DEMO
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
9
Unit 8 Objectives
Explain and describe both chemical
equilibrium and phase (physical)
equilibrium.
8.
Recognize
equilibrium from a graph.
Balance equations and write the
corresponding expression for Keq.
Calculate Keq knowing the equilibrium
concentrations of each species.
Given the original concentrations of all
species and Keq, calculate the
equilibrium concentrations. Use of the
quadratic equation is not required.
Calculate Keq knowing the original
concentrations of all species and the
equilibrium concentration of one
species.
Calculate the reaction quotient, Q.
If given Keq and Q, predict the direction
a system will move to reach equilibrium.
Use Q and Keq to find the equilibrium
Page 16 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
Mastery
NA
NA
NA
NA
Mastery
NA
NA
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
10
11
12
13
14
15
16
Unit 8 Objectives
concentrations of a system.
Using LeChatelier‟s Principle, predict
the effect of a change in the number of
moles, volume, pressure, concentration,
or temperature upon the position of the
equilibrium and the value of Keq.
Using equilibrium principles, solve for
Ksp and solubility of partially soluble or
insoluble substances. (Extension,
enrichment)
Describe the changes which occur in
solutions as a result of their colligative
properties. (Extension, enrichment)
State and explain the equilibrium
established between a liquid and its own
vapor.
State and explain the qualitative
relationship between vapor pressure and
temperature graphically and using
Kinetic Theory.
State and explain the relationship
between enthalpy of vaporization,
boiling point and intermolecular forces.
Solve homogeneous and heterogeneous
equilibrium problems using the
expression for Kc, which is equivalent to
Keq. Pure liquids and solids are omitted
from a heterogeneous equilibrium
problem.
Mastery Level
(Int, Rev, Mas)
Mastery
COS
Alignment
Accountability
Alignment
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Unit 9-Acid Base Theory
Essential Questions:
Why are substances classified as acids or bases?
What classification systems are used to distinguish between molecules and
ions that act as acids or bases?
Conceptual Connections:
Function
Strength
Page 17 of 20
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Experimental Activities:
#
1
2
Unit 9 Investigations
“MOM” to the Rescue (Flinn Demo)
Design an experiment to show if a salt is acidic,
basic or neutral. (Micro lab with well plates,
universal indicator, and pH paper.)
Unit Obj
Correlation
2,7
(Dem, Exp, Inq)
7,19
Inquiry
Type
Demo
Outcome-Based Objectives:
#
1
2
3
4
5
6
7
8
Unit 9 Objectives
Outline the characteristic properties of
acids and bases in aqueous solution.
9.
Describe
and explain the differences between
strong and weak acids and bases in
terms of the extent of dissociation
(ionization), reaction with water and
conductivity
State whether a given acid or base is
strong or weak. (Specified strong acids
are hydrochloric acid, nitric acid and
sulfuric acid. Specified strong bases are
all group 1 hydroxides and barium
hydroxide. Specified weak acids are
ethanoic acid (acetic acid) and carbonic
acid (aqueous carbon dioxide). Specific
weak bases are ammonia and
ethylamine.)
Describe and explain data from
experiments to distinguish between
strong and weak acids and bases, and to
determine the relative acidities and
basicities of substances.
Know this equation: pH = -log[H+]. pH
means the power of the hydrogen ion.
Distinguish between aqueous solutions
that are acidic, neutral, or basic using the
pH scale.
Identify which of two or more aqueous
solutions is more acidic or basic using
pH values.
State that each change of one pH unit
Page 18 of 20
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
#
Unit 9 Objectives
9
10
11
12
13
14
represents a tenfold change in the
hydrogen ion concentration [H+].
Deduce changes in [H+] when the pH of
a solution changes by more than one pH
unit.
Define acids and bases according to the
Bronsted-Lowry theory.
Identify whether or not a compound
could act as a Bronsted-Lowry acid or
base.
Identify conjugate acid-base pairs in a
given acid-base reaction.
Determine the structure for the
conjugate acid (or base) of any
Bronsted-Lowry base (or acid.)
Define and apply the terms Lewis acid
and Lewis base. (A Lewis acid base
reaction involved the formation of a new
covalent bond in which both electrons
are provided by one species – the Lewis
Base. Such bonds are called dative
bonds or coordinate covalent bonds.
Also, the formation of complexes such
as Fe(H2O)63+ is a Lewis acid-base
reaction with H2O being the Lewis
base.)
Mastery Level
(Int, Rev, Mas)
COS
Alignment
Accountability
Alignment
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Mastery
NA
NA
Alabama Course of Study Correlation: Science
COS Title
#
Not applicable
Bulletin 2005, No. 20
HCS UnitCOS Objectives
Objective
Note: This locally developed elective course is part of a continuum
of courses offered within the International Baccalaureate
Programme.
EXPLORE / PLAN / ACT Standards for Transition Correlation: Science
Score
Range
28 - 32
EPAS Standard
Identify or use a complex mathematical
relationship that exists between data
Extrapolate from data points in a table or graph
Page 19 of 20
HCS UnitObjective
7.3,7.6,7.11,7.13
Inv 3.2, 7.8
HCS Curriculum: Science 6 – 12
IB Chemistry, 11th grade
Score
Range
EPAS Standard
Compare or combine given text with data from
tables, graphs, or diagrams
Understand complex lab procedures
Determine the hypothesis for an experiment
Understand moderately complex experimental
designs
Identify an alternate method for testing a
hypothesis
Select a complex hypothesis, prediction, or
conclusion that is supported by a data set or
viewpoint
Select a set of data or a viewpoint that supports or
contradicts a hypothesis, prediction, or
conclusion
Predict the most likely or least likely result based
on a given viewpoint
Compare or combine data from two complex data
sets
Combine new, complex information (data or text)
with given information (data or text)
Understand precision and accuracy issues
33 - 36
Predict how modifying an experiment or study
(adding a new trial or changing a variable) will
affect results
Identify new information that could be collected
from a new experiment or by modifying an
existing experiment
Select a complex hypothesis, prediction, or
conclusion that is supported by two or more data
sets or viewpoints
Determine why given information (data or text)
supports or contradicts a hypothesis or conclusion
Page 20 of 20
HCS UnitObjective
7.6, 7.8
Inv 5.2, 5.3, 5.4
Inv 1.5
Inv 4.1 and 4.3
Inv 5.4
Inv 9.2
Inv 9.2
Inv 2.2
Inv 7.3
8.5 – 8.9
Inv 1.2; Obj 1.2,
1.4, 1.5
Inv 1.5, 2.2, 4.2,
4.4, 5.4, 6.4, 9.2
(Post-lab
discussion)
Inv 1.5, 2.2, 5.4
(Post-lab
discussion)
Inv 7.2 and 7.3
Inv 2.2 and 9.2