Abbott Lawrence Academy 2016-2017 Curriculum Map:
Year at a Glance
Subject: Advanced Honors Chemistry
Grade: 10
Unit Title
1. Conducting Investigations
Time
Allocation
(# 0f Days)
Based on 90
days for the
course
7 Classes
Essential
Questions
(for unit)
How do we generate
knowledge?
Core
Text/Suppleme
ntal Learnings
(include major
references)
Tro, N. J.,
(2017).
Chemistry: A
molecular
th
approach (4
ed). Boston,
MA: Pearson
Education.
Cartoon Guide
to Chemistry by
Larry Gonick
and Craig
Criddle
ArgumentDriven Inquiry
in Chemistry:
Lab
Investigations
for Grades 9-12
by Victory
Sampson, Peter
Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon
Grooms, Sherry
A. Southerland,
Carol
Stallworth, and
Kiesha Williams
Inquiry-Based
Experiments in
Chemistry by
Valerie Ludwig
Lechtanski
An Ethic of
Performance Tasks
(How will you know that
students have mastered the
taught concepts)
Circle of Pong Lab Report
(This laboratory activity will serve to
introduce students to the experimental
process and how to write a formal
laboratory report. Students will learn how
to write a procedure, materials list, claim,
evidence, reason, and sources of error)
Dimensional Analysis Unit Conversion
Quiz
Excellence by
Ron Berger
2. Atomic Structure
5 Classes
Why is atomic
structure important?
What information can
we learn about atomic
structure from the
periodic table
3. The Electron
7 Classes
How did scientists
determine the size
and shape of atoms?
How can chemists
identify unknown
elements?
4. The Periodic Table
5 Classes
How is the periodic
table arranged?
Is the periodic table
essential for
chemists?
What are the periodic
trends?
“Chemistry: Concepts &
Problems, A Self Teaching
Guide” by Houk and Post
Atomic Structure Unit Test
PHET Isotopes and
Average Atomic Mass
Simulation
https://phet.colarado.edu
/en/simulation/isotopesand-atomic-mass
“Chemistry: A Guided
Cartoon Guide to
Inquiry” Mogg & Farrel
Chemistry by Larry
Gonick and Craig Criddle
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
“What are the Identities of Unknown
Powders?” Lab Report
(This laboratory moves beyond Lab
Report #1 ,Circle of Pong, where students
were introduced to how write a formal
lab report. For this lab, students will be
asked to provide background information
about the experiment and justify why
they chose a particular method to collect
data)
The Electron
Unit Test (Emphasis on the development
of the quantum mechanical model and
electron configurations)
Unit Test on The Periodic Table
“Chemistry: Concepts &
Problems, A Self Teaching
Guide” by Houk and Post
“Chemistry: A Guided
Inquiry” Mogg & Farrel
Ted Ed Talk: Mendeleev’s
Periodic Table
http://ed.ted.com/lesson
s/the-genius-ofmendeleev-s-periodictable-lou-serico
5. Properties of Elements and
Compounds
9 Classes
How do we used the
periodic table to
determine the relative
properties of
elements?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
What factors affect
bond strength?
“Chemistry: Concepts &
Problems, A Self Teaching
Guide” by Houk and Post
How do we name
molecules and write
their formulas?
“Chemistry: A Guided
Inquiry” Mogg & Farrel
Inquiry-Based
Experiments in Chemistry
Covalent and Ionic Properties PhET
Simulation
Polymerization Lab Summary
(Students will practice writing proper
conclusions, with claim, evidence, and
reason)
Quiz on nomenclature
Adopt an Element Project
by Valerie Ludwig
Lechtanski
Hands-On Chemistry
Activities with Real-Life
Applications: Easy-to-Use
Labs and Demonstrations
for Grades 8-12 by
Norman Herr & James
Cunningham
Salt and Sugar Solutions
PhET Siulation
6. Mixtures and Solutions
7 Classes
What are the
properties of water
and what can we use
them for?
How do we separate
the components o a
mixture?
How do we prepare
solutions of varying
concentrations?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
Paint Marbling Lab
“Chemistry: Concepts &
Problems, A Self Teaching
Guide” by Houk and Post
Unit Test on Properties of Elements and
Compounds and Mixtures and Solutions
Juice Dilutions Lab
Separations Lab at UMass Lowell
“Chemistry: A Guided
Inquiry” Mogg & Farrel
Inquiry-Based
Experiments in Chemistry
by Valerie Ludwig
Lechtanski
Hands-On Chemistry
Activities with Real-Life
Applications: Easy-to-Use
Labs and Demonstrations
for Grades 8-12 by
Norman Herr & James
Cunningham
7. Types of Chemical Reactions
6 Classes
How do we describe
the everyday
reactions in our lives?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
“Reaction Matrix” Lab Report
Unit Test Types of Chemical Reactions
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
8. Quantifying Chemical
Reactions
9 Classes
How do we use
numbers to describe
chemical reactions?
How can we compare
industrial chemical
reactions to
determine which one
is most “green”.
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Empirical Formula of Magnesium Oxide
Limiting Reactant Balloon Activity
Unit Test on Quantifying Chemical
Reactions
Stallworth, and Kiesha
Williams
Inquiry-Based
Experiments in Chemistry
by Valerie Ludwig
Lechtanski
9. Controlling Chemical
Reactions: Kinetics
4 Classes
How do we control
the speed of a
chemical reaction?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
“Rate of Dissolution” Lab Report
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
10. Controlling Chemical
Reactions: Equilibrium
5 Classes
How do we control
the amount of
product made in a
chemical reaction?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
The Effect of Temperature on Equilibrium
Lab
Unit Test Controlling Chemical Reactions:
Kinetics & Equilibrium
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
Inquiry-Based
Experiments in Chemistry
by Valerie Ludwig
Lechtanski
11. Energy and Chemical
Reactions
6 Classes
What is relationship
between chemistry
and energy?
Where does the
energy in a element or
compound come
from?
How do we measure
energy change?
12. Gases and Their Applications
4 Classes
How do we use the
combined gas law to
better describe the
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
“Designing a Cold Pack” Project
Energy and Chemical Reactions Unit Test
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
“Dissecting an Engine” Project
Gases and Their Applications Quiz
relationship between
volume, temperature,
and gas.
Boston, MA: Pearson
Education
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
13. Acids and Bases
4 Classes
How do we measure
the acidity of basicity
of chemicals?
Why are acids and
bases relevant to our
everyday lives?
14. Oxidation-Reduction
Reactions
4 Classes
How are electrons
transferred in
chemical reactions?
How can we use
oxidation-reduction
reactions in our
everyday lives?
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
“Create Your Own Cleaning Product”
Project
Quiz on Acids and Bases
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed).
Boston, MA: Pearson
Education
Argument-Driven Inquiry
in Chemistry: Lab
Investigations for Grades
9-12 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry
A. Southerland, Carol
Stallworth, and Kiesha
Williams
“Oxidation-Reduction Reactions and Our
Health” Project
Oxidation-Reduction Reactions Quiz
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 1 Conducting Investigations (7 Classes)
Guiding Question for Laboratory Activity: What is the best way to get a Ping-Pong
ball into a cup located in the center of a circle six feet in diameter using provided
materials.
Essential Questions
Unit Essential Questions:
How do we generate knowledge?
SWBAT to conduct a scientific investigation and generate knowledge through the
protocol outlined in Argument-Driven Inquiry in Chemistry: Lab Investigations for
Grades 9-12
Learning Objectives for Unit
SWBAT convert between units of measurement using dimensional analysis
Investigation Proposal #1 (Formative)
“Circle of Pong” Laboratory Report (Summative)
Dimensional Analysis Quiz (Formative)
Daily Homework (Formative)
Performance tasks: Formative and Summative
CC Standards/ Lawrence Language
Standards
Objectives
The reading,
speaking, writing,
and listening skills
will you teach,
re-teach, or review
so students will be
able to explain and
apply the content,
skills, and/or
procedures.
Academic
Language
Content
Texts and Supplemental
Objectives Learnings
The formallanguage
skillsvocabulary,
grammar,
punctuation,
syntax,
disciplinespecific
terminology,
or rhetorical
conventions—
that allow
students to
acquire
knowledge
What
students will
know and be
able to do at
the end of
the unit
CrossContent
Connections
HS-ETS1-6(MA) Document and
present solutions that include
specifications, performance results,
successes and remaining issues,
and limitations.
HS-ETS2-1(MA) Determine the best
application of manufacturing
processes to create parts of desired
shape, size, and finish based on
available resources and safety
Students will brainstorm
and converse with their
peers in a collaborative
effort to find the best
solution to the “Circle of
Pong” challenge
Students will identify the
components of a procedure
and write their own
coherent procedure
Students will work together
with and support their
teammates to construct
device to attempt Circle of
Pong challenge
Students will generate
knowledge by debating and
defending their claims in a
scientific argumentation
session
Students will give and
receive constructive
feedback on their lab
reports through a double
blind peer-review session
SW work together in groups
to solve dimensional
analysis problems
Tier 2:
-Draft (n. and v.)
-Error
-Evidence
-Analyze
-Claim
-Constructive
Criticism
-Investigation
-Reasoning
-Independent
Variable
-Control Variable
-Dependent
Variable
Tier 3:
-Dimensional
Analysis
-Random Error
-Systematic Error
SWBAT
complete the
Design
Challenge
Learning task
“Circle of Pong”
by using their
engineering and
creativity skills
SWBAT write
procedures for
investigations in
a way that
allows them to
be repeated by
other people
and identify
independent,
dependent, and
control
variables
SWBAT use
problem solving
skills to create a
device for the
Circle of Pong
Challenge
Tro, N.J., (2017). Chemistry A molecular
approach (4th ed). Boston, MA: Pearson
Education
Cartoon Guide to Chemistry by Larry
Gonick and Craig Criddle
Argument-Driven Inquiry in Chemistry:
Lab Investigations for Grades 9-12 by
Victory Sampson, Peter Carafano,
Patrick Enderle, Steve Fannin, Jonathon
Grooms, Sherry A. Southerland, Carol
Stallworth, and Kiesha Williams
“Claim, Evidence & Reasoning” by Dr.
LeeAnn Sutherland
Retrieved from:
http://www.activatelearning.com/claimevidence-reasoning/
Inquiry-Based Experiments in Chemistry
by Valerie Ludwig Lechtanski
An Ethic of Excellence by Ron Berger
SWBAT create
an argument to
support or
refute their
hypotheses
using the C-E-R
model
SWBAT identify
sources and
amount of error
in their data
from their
investigations
SWBAT convert
between
different units
of
measurement
using
dimensional
analysis
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 2 Atomic Structure (5 Days)
The skills taught in
this unit are
essential to
conduct
investigations in all
science content
classes. They
include: being able
to critically analyze
a problem,
develop tentative
solutions in the
form of a
hypothesis,
designing a
procedure, and
performing an
experiment. These
skills are also
transferable to
other content
subject. The ability
to ask questions
and investigate
them is essential
to student success.
The ability to
develop a claim
and support it with
evidence and
reasoning is
emphasized in
Math, History,
English, and
Speech &
Composition
CCSS.ELALiteracy.RST.9-10.3
Follow precisely a
complex multistep procedure
when carrying out
experiments,
taking
measurements or
performing
technical tasks,
attending to
special cases of
exceptions defined
in the text
Essential Questions
Why is atomic structure important?
What information can we learn about atomic structure from the Periodic Table?
Learning Objectives for
Unit
SWBAT to determine the atomic arrangement of different elements using information from the periodic table and
isotopic notation
SWBAT determine % abundance, mass number, and calculate average atomic mass of isotopes
Guided Chemistry Practice and Inquiry Homework (Formative)
Performance tasks:
Atomic Structure Study Guide (Formative)
Formative and Summative Atomic Structure Quiz (Summative)
CC Standards/
Language
Academic
Content
Texts and
Lawrence Standards Objectives Language
Objectives
Supplemental
Learning
The content covered in this unit is
not explicitly referenced in the
2016 MA Science Technology and
Engineering Frameworks.
However, knowledge of atomic
structure, mass number, average
atomic mass, and how to find or
calculate each is necessary
background knowledge for the
following standards:
HS-PS1-1. Use the periodic table
as a model to predict the relative
properties of main group
elements, including ionization
energy and relative sizes of atoms
and ions, based on the patterns
of electrons in the outermost
energy level of each element. Use
the patterns of valence electron
configurations, core charge, and
Coulomb’s law to explain and
predict general trends in
ionization energies, relative sizes
of atoms and ions, and reactivity
of pure elements.
SW complete
examples
independently
and will then
listen and refine
classmates’
answers
SWBAT calculate
the average
atomic mass of
various elements
Tier 2:
-Revise
-Relationship
Tier 3:
-Proton
-Neutron
-Electron
-Mass Number
-Atomic Number
-Isotope
-Nucleus
SWBAT identify and
calculate proton #,
neutron#, electron # as
well as define isotopes.
SWBAT explain the
conceptual underlying
behind average atomic
mass
SWBAT identify their
strengths and weaknesses
in their laboratory report.
“Chemistry: Concepts & Problems,
A Self Teaching Guide” by Houk
and Post
PHET Isotopes and Average Atomic
Mass Simulation
https://phet.colarado.edu/en/sim
ulation/isotopes-and-atomic-mass
CrossContent
Connection
s
Students will use
their prior
knowledge from
Algebra I to create
algebraic
expressions and
solve for unknown
variables.
“Chemistry: A Guided Inquiry”
Mogg & Farrel
SWBAT explain
the relationship
of % abundance
of isotopes
occurring in
nature to an
element’s
average atomic
mass
HS-PS1-3. Cite evidence to relate
physical properties of substances
at the bulk scale to spatial
arrangements, movement, and
strength of electrostatic forces
among ions, small molecules, or
regions of large molecules in the
substances. Make arguments to
account for how compositional
and structural differences in
molecules result in different
types of intermolecular or
intramolecular interactions.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 3 The Electron (7 Days)
Essential Questions
Guiding Question for Laboratory Activity: What are the identities of the unknown
powders? [Purpose: Students to apply what they know about atomic structure to
identify four unknown powders using a flame test and spectroscopy]
How did scientists determine the size and shape of atoms?
Learning Objectives for Unit
How can chemists identify unknown elements?
Students will conduct a scientific investigation related to the electron. Using their
feedback from the previous investigation reports, they will improve upon the quality
of their scientific writing and overall presentation of scientific findings.
SWBAT to explain the role of models in chemistry and why they are necessary to
simplify complex explanations in science.
Performance tasks: Formative and Summative
CC Standards/
Lawrence Standards
Fall 2014 AP Chemistry
Standards
1.B.2
The electronic structure of the
atom can be described using an
electron configuration that
reflects the concept of
electrons in quantized energy
levels or shells; the energetics
of the electrons in the atom
can be understood by
consideration of Coulomb’s
law.
1.C.2
The currently accepted best
model of the atom is based on
the quantum mechanical
model. Electrons are not
considered to follow specific
orbits Chemists refer to the
region of space in which an
electron is found as an orbital.
The quantum mechanical
model addresses known
problems with the classical
shell model and is also
consistent with atomic
electronic structures that
correspond with the periodic
table The QM model can be
approximately solved using
computers and serves as the
basis for software that calculate
the structure and reactivity of
molecules
1.D.3
The interaction of
electromagnetic waves or light
with matter is a powerful
means to probe the structure
of atoms and molecules, and to
measure their concentration.
The energy of a photon is
related to the frequency of the
electromagnetic wave through
SWBAT to represent electron configurations using Bohr Diagrams, Long Electron
Configuration, Noble Gas Configuration, Orbital Diagramming, and Lewis Models
“What are the identities of Unknown Powders” Laboratory Proposal (Formative)
“What are the Identifies of Unknown Powders” Laboratory Report (Summative)
Daily Homework and Inquiry Activities (Formative)
Unit Quiz (Summative)
Language Objectives
Academic
Language
Content
Objectives
Texts and
CrossSupplemental Content
Learnings
Connections
SW write a flow chart to show
the development of the quantum
mechanical model
Tier 2:
Argue
Debate
Model
Molecular
Diagram (verb)
Light
SWBAT to
explain the wave
and particle
nature of light
using their
understanding of
the properties of
electrons
Cartoon Guide to
Chemistry by Larry
Gonick and Craig
Criddle
SW work in groups and use
effective communication skills to
conduct a scientific investigation
SW state a claim about their
findings from the emission
spectrum lab by using multiple,
related, simple sentences
containing vocabulary presented
in lectures
SW provide feedback on group
member’s lab reports by using
ssentence starters that
emphasize academic language
SW assess their content
knowledge of the electron by
formulating clarifying questions
and explanations
Tier 3:
Electron
Orbital
Quantum
Valence electron
SWBAT represent
the electron
structure of
various elements
and ions by using
the Quantum
Mechanical
Model and Bohr
Model
SWBAT to find
the identity of
unknown powder
by using atomic
emission
spectrums
SW use the
periodic table
and their
knowledge of the
Bohr model to
write electron
configurations of
various elements
SWBAT represent
the electron
configurations
and valence
electrons of
different atoms
by using long and
short electron
configurations
SWBAT use
Orbital Diagrams
and Lewis Dot
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
Students will engage
in a scientific debate
and revision session.
Students make
claims in History,
English, and Speech
& Composition. They
debate and defend
their claims using
similar protocols.
The concept of
negative and
positive integers is
necessary to
determine the
charge and perform
calculations with
protons, neutrons,
and electrons. This
concept is also
emphasized in Math
Planck’s equation. When a
photon is absorbed (or
emitted) by a molecule, the
energy of the molecule is
increased (or decreased) by an
amount equal to the energy of
the photon.
Structures to
represent
electron
configurations
2.C.4
The localized electron bonding
model describes and predicts
molecular geometry using
Lewis diagrams and the VSEPR
model. Bond formation is
associated with overlap
between atomic orbitals. In
multiple bonds, such overlap
leads to the formation of both
sigma and pi bonds. Molecular
orbital theory describes
covalent bonding in a manner
that can capture a wider array
of systems and phenomena
than the Lewis of VSEPR
models. Molecular orbital
diagrams, showing the
correlation between atomic
and molecular orbitals, are a
useful qualitative tool related
to molecular orbital theory.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 4 The Periodic Table (5 Days)
Essential Questions
How is the periodic table arranged?
Is the periodic table essential for chemists?
Learning Objectives for Unit
Performance tasks: Formative and
Summative
How can chemists compare the properties of different elements?
SWBAT to describe the effect core charge and Coulombic potential energy has on the properties of
elements
SWBAT to compare elements based on periodic trends such as size of atoms and ions, ionization energy,
and reactivity of pure elements
Daily Homework and Inquiry Activities (Formative)
Daily Class Summary Quizzes (Formative)
Unit Test on The Periodic Table (Summative)
CC Standards/
Lawrence Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and Supplemental CrossLearnings
Content
Connections
2016 MA State Frameworks
SW write
explanations about
Coulombic
Potential Energy
and Atomic Size by
closely reading
texts and diagrams
Tier 2:
-Charge
-Radius
-Reactivity
-Attraction
-Repulsion
-Magnitude
-Periodic
SWBAT describe
Coulombic Potential
Energy and trends
about Atomic Size
Tro, N.J., (2017). Chemistry A
molecular approach (4th ed). Boston,
MA: Pearson Education
HS-PS1-1
Use the periodic table as a model
to predict the relative properties
of main group elements, including
ionization energy and relative
sizes of atoms and ions, based on
the patterns of electrons in the
outermost energy level of each
element. Use the patterns of
valence electron configurations,
core charge, and Coulomb’s law to
explain and predict general trends
in ionization energies, relative size
of atoms and ions, and reactivity
of pure elements
Fall 2014 AP Chemistry Standards
1.B.1
The atoms of each element have
unique structures arising from
interactions between electrons
and nuclei. The first ionization
energy is the minimum energy
needed to remove the least tightly
held electron form an atom or ion.
IN general, the ionization energy
of any electron in atom or ion is
the minimum energy needed to
remove that electron from the
atom or ion. The relative
magnitude of the ionization
energy can be estimated through
qualitative application of
Coulomb’s law. The farther an
electron is from the nucleus, the
lower its ionization energy. When
comparing two species with the
same arrangement of electrons,
the higher the nuclear charge, the
higher the ionization energy of an
electron in a given subshell.
1.B.2:
The electronic structure of the
atom can be described using an
electron configuration that
reflects the concept of electrons
in a quantized energy levels or
shells; the energetics of the
electrons in the atom can be
understood by consideration of
Coulomb’s law. Each electron in
an atom has a different ionization
SW work
collaboratively to
develop answers
to conceptual
questions about
Coulombic
Potential Energy by
analyzing scientific
diagrams
SW justify their
reasoning on
questions about
periodic trends by
verbally sharing
conceptual
knowledge about
the trends
In groups, SW
create their own
periodic tables by
looking at the
properties for
different unknown
elements and
arranging the
elements by
apparent trends or
patterns
SWBAT develop
and ask clarifying
questions about
periodic trends by
reviewing notes
independently and
in groups
Tier 3:
-Coulombic Potential
Energy
-Valence Electron
Configuration
-Ionization Energy
-Electronegativity
SWBAT explain the
effect core charge and
valence electron
configuration has on
Potential Coulombic
Energy
SWBAT compare the
electronegativity and
atomic radius of
different atoms by
using knowledge of
Coulomb’s Law and
Shielding Effect
SWBAT compare and
contrast the
properties of different
families on the
periodic table by
looking at periodic
trends
SWBAT develop and
ask clarifying
questions about
periodic trends by
reviewing notes
independently and in
groups
“Chemistry: Concepts & Problems, A
Self Teaching Guide” by Houk and
Post
“Chemistry: A Guided Inquiry” Mogg
& Farrel
Ted Ed Talk: Mendeleev’s Periodic
Table
http://ed.ted.com/lessons/thegenius-of-mendeleev-s-periodictable-lou-serico
Determining the
size of pure
elements involves
the concept of
radius that is taught
in Geometry during
students freshman
year
The concept of
Potential Energy
was introduced to
students in their
freshman year
SW analyze the
algebraic for
equation for
Coulomb’s Law and
describe the effects
changing variables
has on Coulombic
Potential Energy
energy, which can be qualitatively
explain through Coulomb’s law.
Core electrons are generally closer
to the nucleus than valence
electrons, and they are considered
to “shield” the valence electrons
from the full electrostatic
attraction of the nucleus. This
phenomenon can be used in
conjunctions with Coulomb’s law
to explain/rationalize/predict
relative ionization energies.
Differences in electron-electron
repulsion are responsible for the
differences in energy between
electrons in different orbitals in
the same shell.
1.C.1
Many properties of atoms exhibit
periodic rends that are reflective
of the periodicity of electronic
structure. The structure of the
periodic table is a consequence of
the pattern of electron
configurations and the presence
of shells (and subshells) of
electrons in atoms. Ignoring the
few exceptions, the electron
configuration for an atom can be
deduced from the element’s
position in the periodic table. For
many atomic properties, trends
within the periodic table (and
relative vaues for different atoms
and ions) can be qualitatively
understood and explained using
Coulomb’s law, the shell model,
and the concept of shielding/
effective nuclear charge. The
properties include first ionization
energy, atomic and ionic radii,
electronegativity, typical ionic
charges. Periodicity is a useful tool
when designing new molecules or
materials, since replacing an
element of one group with
another of the same group may
lead to a new substance with
similar properties.
As is the case with al scientific
models, any model of the atom is
subject to refinement and change
in response to new experimental
results. In that sense, an atomic
model is not regarded as an exact
description of the atom, but
rather a theoretical construct that
fits a set of experimental data. The
construction of a shell model of
the atom through ionization
energy information provides an
opportunity to show how a model
can be refined and changed as
additional information is
considered.
2.C.1:
In covalent bonding, electrons are
shared between the nuclei of two
atoms to form a molecule or
polyatomic ion. Electronegativity
differences between the two
atoms account for the distribution
of the shared electrons and the
polarity of the bond.
Electronegativity is the ability of
an atom in a molecule to attract
shared electrons to it.
Electronegativity values for the
representative elements increase
going from left to right across a
period and decrease doing down a
group. These trends can be
understood qualitatively through
the electronic structure of the
atoms, the shell model, and
Coulomb’s law.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 5 Properties of Elements and Compounds (9 Classes)
Essential Questions
What factors determine an element or compound’s properties?
Why are naming compounds correctly important in chemistry?
Learning Objectives for Unit
Performance tasks: Formative
and Summative
How can we use our chemical knowledge to create useful materials?
SWBAT explain how the physical properties of matter is a result of the molecular
interactions between atoms
SWBAT to name and write formulas for ionic and covalent compounds
Covalent and Ionic Properties Lab Summary Activity (Formative)
Polymerization Lab Activity (Formative)
Periodic Table Gallery Walk Project (Formative)
Daily Homework and Inquiry Activities (Formative)
Daily Class Summary Quiz (Formative)
Quiz on Compound Nomenclature (Formative)
Quiz on Lewis Structures for Ionic and Covalent Formulas (Formative)
Unit Test on the Properties of Elements and Compounds (Summative)
CC Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplemental
Learnings
Cross-Content
Connections
2016 MA State Frameworks
SWBAT distinguish
between polar,
nonpolar, and ionic
bonds by reading
scientific diagrams
and writing
conceptual
explanations from
them with a partner
Tier 2:
-Polarity
-Network
-Formula
SWBAT distinguish between
polar, nonpolar, and ionic
bonds by calculating the
electronegativity difference
of different compounds
Tro, N.J., (2017).
Chemistry A molecular
approach (4th ed). Boston,
MA: Pearson Education
SW use prefixes and suffixes
to name ionic and covalent
compounds. These
grammatical skills are taught
in English and Speech &
Composition
HS-PS1-2
Use the periodic table to
predict and design simple
reactions that result in
two main classes of
binary compounds, ionic
and molecular. Develop
an explanation based on
given observational data
and the electronegativity
model about the relative
strengths of ionic or
covalent bonds
HS-PS1-3
Use the periodic table
model to predict and
design simple reactions
that result in two main
classes of binary
compounds, ionic and
molecular. Develop an
explanation based on
given observational data
and the electronegativity
model about the relative
strengths of ionic or
covalent bonds
HS-PS2-6
Communicate scientific
and technical information
about the molecular-level
structures of polymers,
ionic compounds, acids
and bases, and metals to
justify why these are
useful in functioning of
designed materials
SWBAT compare the
physical properties
of ionic and covalent
compounds by
reading and
analyzing scientific
data
SWBAT create Lewis
Structures for Ionic
Bonds by practicing
as a group to
answer items
related to the topic
SWBAT create Lewis
Structures for
Covalent Bonds by
practicing
individually to
answer items
related to the topic
SWBAT write
formulas for ionic
compounds by
practicing
independently,
comparing answers
with group
members, and
developing clarifying
questions together
Use kinetic molecular theory
to compare the strengths of
electrostatic forces ad the
prevalence of interactions
that occur between
molecules in solids, liquids,
and gases. Use the combined
gas law to determine
changes in pressure, volume,
and temperature in gases
SWBAT develop
processes to name
and write formulas
for ionic compounds
as a class by sharing
their problem
solving strategies
through a thinkaloud
SWBAT name and
write formulas for
covalent
compounds by using
prefixes and suffixes
Fall 2014 AP Chemistry
Standards
SWBAT discuss
polymers and their
applications by
referring to
scientific literature
and considering the
prevalence of
bonding in their own
HS-PS2-8
Tier 3:
-Electronegativity
-Ionic
-Covalent
-Polymer
SWBAT compare the physical
properties of ionic and
covalent bonds through a
PhET computer simulation
SWBAT create Lewis
Structures for Ionic Bonds to
display the transfer of
electrons and quantity of
atoms bonding
SWBAT create Lewis
Structures for Covalent
Bonds to display the sharing
of electrons amongst
differing quantities of atoms
SWBAT balance the charges
of Cations and ions to name
and write formulas for ionic
compounds in order to
improve scientific literacy.
SWBAT use the rules of ionic
nomenclature to name and
write formulas for ionic
compounds
SWBAT classify covalent
bonds by following the rules
of nomenclature to name
and write formulas for
covalent compounds
SWBAT inform the average
person about the importance
of bonding in their everyday
lives by discussing polymers
and their aplications
“Chemistry: Concepts &
Problems, A Self Teaching
Guide” by Houk and Post
“Chemistry: A Guided
Inquiry” Mogg & Farrel
Inquiry-Based
Experiments in Chemistry
by Valerie Ludwig
Lechtanski
Hands-On Chemistry
Activities with Real-Life
Applications: Easy-to-Use
Labs and Demonstrations
for Grades 8-12 by
Norman Herr & James
Cunningham
lives
1.E.2
Conservation of atoms
makes it possible to
compute the masses of
substances involved in
physical and chemical
processes. Chemical
processes result in the
formation of new
substances, and the amount
of these depends on the
number and the types and
masses of elements in the
reactants, as well as the
efficiency of the
transformation. The
subscripts in a chemical
formula represent the
number of atoms of each
type in a molecule.
2.A.1
The different properties of
solids and liquids can be
explained by differences in
their structures, both at the
particulate level and in their
supramolecular structures.
Solids can be crystalline,
where the particles are
arranged in a regular 3-D
structure, or they can be
amorphous, where the
particles do not have a
regular, orderly
arrangement. In both cases,
the motion of the individual
particles is limited, and the
particles do not undergo any
overall translation with
respect to each other.
Interparticle interactions and
the ability to pack the
particles together provide
the main criteria for the
structures of solids. The
differences in other
properties, such as viscosity,
surface tension, and
volumes of mixing (for
liquids0, and hardness and
macroscopic crystal
structure (for solids), can be
explains by differences in the
strength of attraction
between the particles
and/or their overall
organization.
2.C.1
In covalent bonding,
electrons are shared
between the nuclei of two
atoms to form a molecule or
polyatomic ion.
Electronegativity differences
between the two atoms
account for the distribution
of the shared electrons and
the polarity of the bond.
Two or more valence
electrons shared between
atoms of identical
electronegativity constitute
a nonpolar covalent bond.
Two or more valence
electrons shared between
atoms of unequal
electronegativity constitute
a polar covalent bond. Al
bonds have some ionic
character, and the
difference between ionic
and covalent bonding is not
distinct but rather a
continuum. The difference in
electronegativity is not the
only factor in determining if
a bond is designated ionic or
covalent. Generally, bonds
between a metal and
nonmetal are ionic, and
between two nonmetals the
bonds are covalent.
Examination of the
properties of a compound is
the best way to determine
the type of bonding.
2.C.3
Metallic bonding describes
an array of positively
charged metal cores
surrounded by a sea of
mobile valence electrons.
2.D.1
Ionic solids have high
melting points, are brittle,
and conduct electricity only
when molten or in solution.
Many properties of ionic
solids are related to their
structure. The attractive
force between any two ions
is governed by Coulomb’s
law: The force is directly
proportional to the charge of
each ion and inversely
proportional to the square
of the distance between the
centers of the ions.
Metallic solids are good
conductors of heat and
electricity, have a wide
range of melting points, and
are shiny, malleable, ductile,
and readily alloyed. A
metallic solid can be
represented as positive
kernels (or cores) consisting
of the nucleus and inner
electrons of each atom
surrounded by a sea of
mobile valence electrons.
Metallic solids are often
pure substances, but may
also be mixtures called
alloys.
2.D.3
Covalent network solids
have properties that reflect
their underlying 2-D or 3-D
networks of covalent bonds.
Covalent network solids
generally have extremely
high melting points and are
hard.
2.D.4
Molecular solids with low
molecular weight usually
have low melting points and
are not expected to conduct
electricity as solids, in
solution, or when molten
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 6 “Mixtures and Solutions” (7 Classes)
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
How do we separate seemingly uniform mixtures?
Why do we care about electrolytes?
SW learn about the properties of water and its relevance in mixtures and solutions
SW learn about intermolecular forces and their effect on the physical and chemical properties of chemical
SW learn about molarity and how to prepare solutions of different concentrations
Paint Marbling Lab Debrief (Formative)
Juice Concentration Lab Debrief (Formative)
Separations Lab at UMass Lowell (Formative)
Daily Homework and Inquiry Activities (Formative)
Daily Class Summary Quiz (Formatve)
Unit Test on Mixtures and Solutions (Summative)
CC
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Cross-Content Connections
Supplemental
Learnings
2016 MA State
Frameworks
SWBAT compare
and contrast
different solutions
by creating,
improving, and
prioritizing openand close-ended
questions
Tier 2:
-Mixture
-Mole
-Dissolve
SWBAT use
intermolecular forces
to explain why water
is an effective solvent
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
Tier 3:
-Solute
-Solvent
-London Dispersion
Forces
-Hydrogen Bonding
-Van der Waals Bonds
SWBAT differentiate
between pure
substances and the
different types of
mixtures
HS-PS1-11(MA)
Design strategies
to identify and
separate the
components of a
mixture based on
relevant chemical
and physical
properties
HS-PS2-6
Communicate
scientific and
technical
information about
the molecularlevel structures of
polymers, ionic
compounds, acids
and bases, and
metals to justify
why these are
useful in the
functioning of
designed
materials.
HS-PS2-7(MA)
Construct a model
to explain how
ions dissolve in
polar solvents
(particularly
water). Analyze
and compare
solubility and
conductivity data
to determine the
extent to which
different ionic
species dissolve.
Fall 2014 AP
Chemistry
Standards
1.A.1:b
SWBAT use critical
thinking and
observation skills
to propose
explanations bout
the chemical
principles behind
paint marbling
SWBAT explain
solubility
differences and
processes in
various
ocmpounds by
reading solubility
curves
SWBAT perform mass
 mole conversations
and calculate
concentrations
SWBAT prepare
solutions of different
concentrations and
determine the extent
to which different
ionic species dissolve
SWBAT design
strategies to identify
and separate the
components of a
mixtures
“Chemistry: Concepts
& Problems, A Self
Teaching Guide” by
Houk and Post
“Chemistry: A Guided
Inquiry” Mogg &
Farrel
Inquiry-Based
Experiments in
Chemistry by Valerie
Ludwig Lechtanski
Hands-On Chemistry
Activities with RealLife Applications:
Easy-to-Use Labs and
Demonstrations for
Grades 8-12 by
Norman Herr &
James Cunningham
Rothstein, D., and
Santana L. (2011).
Make Just One
Change: Teach
Students to Ask Their
Own Questions.
Cambridge, MA:
Harvard Education
Press
The properties of water are emphasized in high
school biology. They are covered in this unit.
Electrolytes and their function within the body
are emphasized in Fitness and Conditioning as
well as in high school biology.
1.D.3:c
2.A.3:a
2.A.3:b
2.A.3:g
2.A.3:i
2.A.3:j
(Need to flesh
these out)
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 7 Types of Chemical Reactions (6 Classes)
How do we describe the everyday reactions In our lives?
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
SWBAT classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion
reactions.
SWBAT represent chemical reactions using Lewis Dot Structures
SWBAT to predict the products of replacement reactions
Types of Chemical Reactions Quiz (Formative)
Predict the Products (Formative)
“Reaction Matric” Lab Proposal (Formative)
“Reaction Matrix” Lab Report (Summative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Unit Test Types of Chemical Reactions
Academic
Language
Content
Objectives
Texts and
Cross-Content Connections
Supplemental
Learnings
2016 MA State
Frameworks
HS-PS1-2
Use the periodic
table model to
predict and design
simple reactions
that result in two
main classes of
binary compounds,
ionic and
molecular. Develop
an explanation
based on given
observational data,
and the
electronegativity
model about the
relative strengths
of ionic or covalent
bonds
HS-PS1-4
Develop a model
to illustrate the
energy transferred
during an
exothermic or
endothermic
chemical reaction
based on the bond
energy difference
between bonds
broken (absorption
of energy) and
bonds formed
(release of energy)
Fall 2014 AP
Chemistry
Standards
1.E.1
Physical and
chemical processes
can be depicted
symbolically; when
this is done, the
illustration must
conserve all atoms
of all types.
3.A.1
A chemical change
may be
represented by a
molecular, ionic, or
net ionic equation.
3.B.1
Synthesis reactions
are those in which
atoms and/or
molecules
combined to form
a new compound.
Decomposition is
the reverse of
synthesis, a
process whereby
molecules are
Students will
identify the
components of a
procedure and
write their own
coherent
procedure
Students will
generate
knowledge by
debating and
defending their
claims in a
scientific
argumentation
session
SW work
collaboratively to
develop answers
to conceptual
questions about
the types of
chemical reactions
by analyzing
scientific diagrams
Tier 2:
Binary
Absorption
Conserve
Equilibrium
SWBAT determine
whether a physical or
chemical change by
using the evidence of
chemical reactions.
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
Tier 3:
Exothermic
Endothermic
Synthesis
Decomposition
Single Replacement
Double Replacement
Combustion
Solubility
SWBAT to represent
synthesis,
decomposition, single
replacement, double
replacement, and
combustion reactions
by using chemical
formulas
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
SWBAT predict
whether a
precipitation reaction
occurred by using the
solubility rules.
SWBAT write chemical
equations and drawn
representations to
model chemical
reactions
SWBAT to predict the
products for various
chemical reactions.
SW learn the chemistry behind atomic bonds.
This information will enhance understanding of
the role of science during World War II. This
content is covered in Pre-AP and AP World
History.
decomposed,
often by the use of
heat
3.C.1
Production of heat
or light, formation
of a gas, and
formation of a
precipitate and/or
a color change are
possible evidences
that a chemical
change has
occurred.
5.D:2
At the particulate
scale chemical
processes can be
distinguished from
physical processes
because chemical
bonds can be
distinguished form
intermolecular
interactions
6.C.3
The solubility of a
substances can be
understood in
terms of chemical
equilibrium
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 8 Quantifying Chemical Reactions (9 Classes)
Performance tasks: Formative
and Summative
How do we use numbers to describe chemical reactions?
How can we compare industrial chemical reactions to determine which one is most “green”.
SWBAT to calculate the % yield for chemical reactions
SWBAT to complete atom economy comparisons for industrial chemical reactions
Empirical Formula of Magnesium Oxide Lab Proposal (Formative)
Empirical Formula of Magnesium Oxide Lab Activity (Summative)
Limiting Reactant Balloon Activity (Formative)
Mole to Mole Conversion Quiz (Formative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Unit Test on Quantifying Chemical Reactions (Summative)
CC Standards/
Lawrence
Academic
Language
Essential Questions
Learning Objectives for Unit
Language
Objectives
Content Objectives
Texts and
Supplemental
Cross-Content
Connections
Standards
2016 MA State Standards
HS-PS1-7
Use mathematical
representations and
provide experimental
evidence to support the
claim that atoms, and
therefore mass, are
conserved during a
chemical reaction. Use the
mole concept and
proportional relationships
to evaluate the quantities
(masses or moles) of
specific reactants needed
in order to obtain a
specific amount of
product
Science and Engineering
Practices: 5. Using
Mathematics and
Computational Thinking:
Apply ratios, rates,
percentages, and unit
conversions in the
context of complicated
measurement problems
involving quantities with
derived or compound
units (such as mg/mL,
kg/m3, acre-feet, etc.)
2014 Fall AP Chemistry
Standards
1.A.1:d
Molecules are composed
of specific combinations of
atoms; different
molecules are composed
of combinations of
different elements and of
combinations of the same
elements in differing
amounts and proportions.
Paris of elements that
form more than one type
of molecule are
nonetheless limited by
their atomic nature to
combine in whole number
ratios. This discrete nature
can be confirmed by
calculating the difference
in mass percent ratios
between such types of
molecules.
1.A.2:a
Chemical analysis provides
a method for determining
the relative number of
atoms in a substance,
which can be used to
identify the substances or
determine its purity.
Because compounds are
composed of atoms with
known masses, there is a
correspondence between
the mass percent of the
elements in a compound
Learnings
Students will
identify the
components of a
procedure and
write their own
coherent
procedure
Students will
generate
knowledge by
debating and
defending their
claims in a
scientific
argumentation
session
SW work
collaboratively to
develop answers
to conceptual
questions about
quantifying
chemical
reactions by
analyzing scientific
diagrams
Tier 2:
Conservation
Grams
Liters
Proportions
Percentages
Yield
Balanced
Tier 3:
Mole
Avogadro’s Number
Stoichiometric
Theoretical Yield
Atom Analysis
Empirical Formula
Molecular Formula
SWBAT use dimensional analysis
to convert between moles and
grams of products and reactants
to quantify chemical reactions.
Tro, N.J., (2017). Chemistry
A molecular approach (4th
ed). Boston, MA: Pearson
Education
SWBAT represent chemical
reactions that obey the law of
conservation of matter by
balancing chemical equations
with coefficients.
Argument-Driven Inquiry in
Chemistry: Lab
Investigations for Grades 912 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry A.
Southerland, Carol
Stallworth, and Kiesha
Williams
SWBAT write molecular and
empirical chemical equations by
using percent compositions and
the law of definite proportions.
SWBAT determine the theoretical
and actual yield of a chemical
reaction and analyze how “green”
that reaction is.
Ratios, rates,
percentages, and unit
conversions are covered
in 9th grade and 10th
grade math classes.
and the relative number
of atoms of each element.
1.a.2:b
An empirical formula is
the lowest whole number
ratio of atoms in a
compound. Two
molecules of the same
elements with identical
mass percent of their
constituent atoms will
have identical empirical
formulas.
3.4.2:a
Quantitative information
can be derived from
stoichiometric calculations
that utilize the mole ratios
from the balanced
chemical equations. The
role of stoichiometry in
real-world applications is
important to note, so that
it does not seem to be
simply an exercise done
only by chemists.
Coefficients of balanced
chemical equations
contain information
regarding the
proportionality of the
amounts of substances
involved in the reaction.
These values can be used
in chemical calculations
that apply the mole
concept; the most
important place for this
type of quantitative
exercise is the laboratory.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 9 Controlling Chemical Reactions: Kinetics (4 Classes)
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Language
Objectives
How do we control the speed of chemical reactions?
SWBAT to describe how you can alter the speed of a chemical reactions by changing the conditions the reaction is run
in.
“Rate of Dissolution” Lap Proposal (Formative)
“Rate of Dissolution” Lab Report (Summative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Controlling Chemical Reactions: Kinetics Unit Quiz (Summative)
Academic Language
Content
Objectives
Texts and
Cross-Content Connections
Supplemental
Lawrence
Standards
Learnings
2016 MA State
Frameworks
HS-PS1-5
Construct an
explanation based
on kinetic
molecular theory
for why varying
conditions
influence the rate
of a chemical
reaction or a
dissolving process.
Design and test
ways to slow down
or accelerate rates
of processes
(chemical
reactions of
dissolving) by
altering various
conditions
Students will
identify the
components of a
procedure and
write their own
coherent
procedure
Students will
generate
knowledge by
debating and
defending their
claims in a
scientific
argumentation
session
Tier 2:
Rate
Dissolve
Accelerate
Tier 3:
Kinetic Molecular Theory
First Order Reaction
Second Order Reaction
SWBAT provide
explanations about
the rates of different
chemical reactions by
using kinetic
molecular theory
SWBAT determine the
factors that affect the
rate of dissolution for
a compound by
examining data from a
lab investigation.
SWBAT to use
mathematical
representations of
first and second order
reactions to
determine the rate of
different chemical
reactions.
SW work
collaboratively
to develop
answers to
conceptual
questions about
reaction rates by
analyzing
scientific
diagrams
Tro, N.J., (2017). Chemistry
A molecular approach (4th
ed). Boston, MA: Pearson
Education
SW look at rates by using equations
and graphical representations. This
material is covered in Honors
Algebra II.
Argument-Driven Inquiry in
Chemistry: Lab
Investigations for Grades 912 by Victory Sampson,
Peter Carafano, Patrick
Enderle, Steve Fannin,
Jonathon Grooms, Sherry A.
Southerland, Carol
Stallworth, and Kiesha
Williams
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 10 Controlling Chemical Reactions: Equilibrium (4 Classes)
How do we control the amount of product made in a chemical reaction?
Essential Questions
Learning Objectives for Unit
SWBAT to describe which direction a reaction will occur by using the equilibrium constant
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
SWBAT propose explanations for why reactions produce a certain quantity of a product
by using kinetic molecular theory.
The Effect of Temperature on Equilibrium Lab (Summative)
Quiz on Controlling Chemical Reactions: Equilibrium (Formative)
Unit Test Controlling Chemical Reactions: Kinetics & Equilibrium (Summative)
Academic
Language
Content
Objectives
Texts and
CrossSupplemental Content
Learnings
Connections
2016 MA State
Frameworks
HS-PS1-5
Construct an
explanation based
on kinetic
molecular theory
for why varying
conditions
influence the rate
of a chemical
reaction or a
dissolving process.
Design and test
ways to slow down
or accelerate rates
of processes
(chemical
reactions or
dissolving by
altering various
conditions
Students will
identify the
components of a
procedure and
write their own
coherent
procedure
Students will
generate
knowledge by
debating and
defending their
claims in a
scientific
argumentation
session
Tier 2:
Equilibrium
Varying (Variable)
Dissolve
Conditions
Tier 3:
Le Chatelier’s Principle
Kinetic Molecular
Theory
SWBAT describe the
significance of the
equilibrium constant
and how it is used to
describe processes in
chemistry and
biology.
SWBAT describe why
varying conditions
influence the amount
of product made by a
reaction.
SW work
collaboratively to
develop answers
to conceptual
questions about
the amount of
product formed in
a chemical
reaction by
analyzing scientific
diagrams
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
Students will look at
rates of chemical
reactions. Rates
were covered in
Advanced Honors
Physics during
students’ Freshman
Year
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 11 Energy and Chemical Reactions (6 Classes)
What is relationship between chemistry and energy?
Essential Questions
Where does the energy in a element or compound come from?
How do we measure energy change?
SWBAT to explain quantify the flow and amount of energy in a chemical reaction.
Learning Objectives for Unit
Performance tasks: Formative and
Summative
CC Standards/
Lawrence
Standards
Language
Objectives
“Designing a Cold Pack” Project (Summative)
Energy and Chemical Reactions Unit Test (Summative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Academic
Language
Content
Objectives
Texts and
CrossSupplemental Content
Learnings
Connections
2016 MA State
Frameworks
HS-PS1-4
Develop a model to
illustrate the energy
transferred during an
exothermic or
endothermic chemical
reactions based on the
bond energy difference
between bonds broken
(absorption of energy)
and bonds formed
(release of energy)
HS-PS3-4b
Provide evidence from
informational text or
available data to
illustrate that the
transfer of energy
during a chemical
reaction in a closed
system involves changes
in energy dispersal
(enthalpy change) and
heat content (entropy
change) while assuming
the overall energy in the
system is conserved
2014 Fall AP Chemistry
Standards
3.C.2
Net changes in energy
for a chemical reaction
can be endothermic or
exothermic. These
observations should be
placed within the
context of the language
of exothermic and
endothermic change.
5.A.2
The process of kinetic
energy transfer at the
particulate scale is
referred to in this
course as heat transfer,
and the spontaneous
direction of the transfer
is always from a hot to a
cold body
5.B.1
Energy is transferred
between systems either
through heat transfer or
through one system
doing work on the other
system
5.B.2
When two systems are
in contact with each
other and are otherwise
isolated, the energy that
comes out of one
system is equal to the
energy that goes into
the other system. The
Students will
identify the
components of a
procedure and
write their own
coherent
procedure
Students will
generate
knowledge by
debating and
defending their
claims in a
scientific
argumentation
session
SW work
collaboratively to
develop answers
to conceptual
questions about
chemical energy
by analyzing
scientific diagrams
Tier 2:
Spontaneous
Non-Spontaneous
Energy
Absorption
Release
Transfer
Heat
System
Tier 3:
Exothermic
Endothermic
Closed System
Calorimetry
SWBAT explain why
certain processes are
spontaneous or nonspontaneous
SWBAT describe the
transfer of heat
between different
systems by identifying
chemical reactions as
exothermic or
endothermic
SWBAT use principles
of calorimetry to
quantify the amount
of heat gained or lost
during a chemical
reaction.
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
Thermodynamics
and Energy are
concepts covered in
Advanced Honors
Physics during
student’s freshman
year.
combined energy of the
two systems remains
fixed. Energy transfer
can occur through
either heat exchange or
work.
5.B.3
Calorimetry is an
experimental technique
that is used to
determine the heat
exchanged/ transferred
in a chemical system.
The experimental setup
for calorimetry is the
following: A chemical
system is put in thermal
contact with a heat
bath. The heat bath is a
substance, such as
water, whose heat
capacity has been well
established by previous
experiments. A process
is initiated in the
chemical system
(heating/cooling, phase
transition, or chemical
reaction, and the
change in temperature
of the heat bath is
determined.
5.B.4
Calorimetry is an
experimental technique
that is used to
determine the heat
exchanged/ transferred
in a chemical system
5.C.2
The net energy change
during a reaction is the
sum of the energy
required to break the
bonds in the reactant
molecules and the
energy released in
forming the bonds of
the product molecules
The net change in
energy may be positive
for endothermic
reactions where energy
is required, or negative
for exothermic
reactions where energy
is released
5.E.2:a
Some physical or
chemical processes
involve both a decrease
in the internal energy of
the components under
consideration and an
increase in the entropy
of those components.
These processes are
necessarily
“thermodynamically
favored”. For the
purposes of
thermodynamic analysis
in this course, the
enthalpy and the
internal energy will not
be distinguished.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 12 Gases and Their Applications (4 Classes)
How do we use the combined gas law to better describe the relationship between volume, temperature,
and gas.
SWBAT to quantify changes that affect pressure using the related gas equations.
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
SWBAT to apply conceptual knowledge of gases to explain how machinery, such as a gas engine, works.
“Dissecting an Engine Project” (Summative)
Quiz on Gases and Their Applications (Summative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Academic
Language
Content
Objectives
Texts and
Cross-Content
Supplemental Connections
Learnings
2016 MA State
Frameworks
HS-PS2-8
Use kinetic
molecular theory
to compare the
strengths of
electrostatic forces
and the prevalence
of interactions that
occur between
molecules in solids,
liquids, and gases.
Use the combined
gas law to
determine changes
in pressure,
volume, and
temperature in
gases.
2014 Fall AP
Standards
2.A.2
The gaseous state
can be effectively
modeled with a
mathematical
equation relating
various
macroscopic
properties. A gas
has neither a
definite volume
nor a definite
shape; because the
effects of
attractive forces
are minimal, we
usually assume
that the particles
move
independently
3.A.2
Quantitative
information can be
derived from
stoichiometric
calculations that
utilize the mole
ratios from the
balanced chemical
equations. The role
of stoichiometry in
real-world
applications is
important to note,
so that it does not
seem to be simply
an exercise done
only by chemists.
5.A.1
Two systems with
different
temperatures that
are in thermal
contact will
exchange energy.
The quantity of
SWBAT
demonstrate
knowledge of the
combined gas law
by creating
scientific
arguments
regarding the
deflate-gate
scandal
SWBAT identify
areas of
improvement
regarding gas laws
by reflecting on
their knowledge
thus far in the unit
SW work
collaboratively to
develop answers
to conceptual
questions about
gases and their
applications by
analyzing scientific
diagrams
Tier 2:
Solids
Liquids
Gases
Pressure
Volume
Tier 3:
Macroscopic
Stoichiometric
SWBAT use the
combined gas law to
determine changes in
pressure, volume, and
temperature in gases
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
SWBAT use the ideal
gas law to describe
the relationship
between pressure,
volume, moles, the
Ideal Gas Constant,
and Temperature
under varying
conditions.
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
SWBAT to use their
knowledge of gases to
explain how an engine
works to a less
scientifically literate
person
CCSS.MATH.CONTENT.8.EE.C.7
Solve linear equations in one
variable
CCSS.MATH.CONTENT.HSA.SSE.B.3
Choose and produce an equivalent
form of an expression to reveal
and explain properties of the
quantity represented by the
expression. (Including isolating a
variable)
CCSS.MATH.CONTENT.HSA.CED.A.4
Rearrange formulas to highlight a
quantity of interest, using the
same reasoning as in solving
equations
thermal energy
transferred from
one system to
another is called
heat.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 13 Acids and Bases (4 Classes)
How do we measure the acidity of basicity of chemicals?
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
Why are acids and bases relevant to our everyday lives?
SWBAT quantify acidity and basicity by using the equation to calculate pH and pOH
SWBAT apply concepts about acidity and basicity to create their own cleaning products.
“Create Your Own Cleaning Product” Project (Summative)
Quiz on Acids and Bases (Summative)
Daily Homework and Inquiry Assignments (Formative)
Daily Lesson Summary Quizzes (Formative)
Academic
Language
Content
Objectives
Texts and
Supplemental
Learnings
CrossContent
Connections
2016 MA State
Frameworks
HS-PS1-9
Relate the
strength of an
aqueous acidic or
basic solution to
the extent of an
acid or base
reacting with
water as
measured by the
hydronium ion
concentration (pH)
of the solution.
Make arguments
about the relative
strengths of two
acids or bases with
similar structure
and composition.
SWBAT to identify
acids and bases in
our daily lives by
discussing with
peers about the
theorized pH of
household
cleaners and
other commercial
products
Tier 2:
Acidic
Basic
Tier 3:
Hydronium Ion
Concentration (pH)
Proton-Transfer
Reactions
SW work
collaboratively to
develop answers
to conceptual
questions about
acids and bases by
analyzing scientific
diagrams
SWBAT use the
formula to calculate
pH and pOH to
describe how acidic or
basic common
everyday substances
are.
SWBAT use their prior
knowledge of
chemical equation
writing to describe
the proton-transfer in
acid-base reactions.
SWBAT create their
own cleaning product
by using their
knowledge of pH,
acidity, and basicity.
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
Acidity and basicity
are common
themes across
Biology content
themes.
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
2014 Fall AP
Standards
6.C.1
Chemical
equilibrium
reasoning can be
used to describe
the protontransfer reactions
of acid-base
chemistry.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: Advanced Honors Chemistry
Grade: 10
Unit 14 Oxidation-Reduction Reactions (4 Classes)
How are electrons transferred in chemical reactions?
How can we use oxidation-reduction reactions in our everyday lives?
SWBAT to model everyday oxidation-reduction reactions.
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
“Oxidation-Reduction Reactions and Our Health” Project (Summative)
Oxidation-Reduction Reactions Quiz (Summative)
Daily Homework and Inquiry Activities (Formative)
Daily Lesson Summary Quizzes (Formative)
Academic
Language
Content
Objectives
Texts and
Supplemental
Learnings
CrossContent
Connections
2016 MA State
Frameworks
HS-PS1-10
Use an oxidationreduction reaction
model to predict
products of
reactions given
the reactants, and
to communicate
the reaction
models using a
representation
that shows
electron transfer
(redox). Use
oxidation numbers
to account for how
electrons are
redistributed in
redox processes
used in devices
that generate
electricity or
systems that
prevent corrosion.
2014 Fall AP
Standards
3.A.1
A chemical change
may be
represented by a
molecular, ionic,
or net ionic
equation.
3.B.3
In oxidationreduction (redox)
reactions, there is
a net transfer of
electrons. The
species that loses
electrons I
oxidized, and the
species that gains
electrons is
reduced.
3.C.1
Production of heat
or light, formation
of a gas, and
formation of a
precipitate and/or
a color change are
possible evidences
that a chemical
change has
occurred
SWBAT
communicate the
effect of
oxidationreduction
reactions on our
health by
researching and
writing literature
related to the
topic
SWBAT diagram
oxidationreduction
reactions by
writing and
labeling chemical
formulas
SW work
collaboratively to
develop answers
to conceptual
questions about
oxidationreduction
reactions by
analyzing scientific
diagrams
Tier 2:
Corrosion
Tier 3:
Oxidation
Reduction
Redox
Net Ionic Equation
SWBAT model
oxidation-reduction
reactions visually and
through chemical
equations.
Tro, N.J., (2017).
Chemistry A
molecular approach
(4th ed). Boston, MA:
Pearson Education
SWBAT examine
everyday redox
reactions and
describe the flow of
electrons in them.
Argument-Driven
Inquiry in Chemistry:
Lab Investigations for
Grades 9-12 by
Victory Sampson,
Peter Carafano,
Patrick Enderle,
Steve Fannin,
Jonathon Grooms,
Sherry A.
Southerland, Carol
Stallworth, and
Kiesha Williams
Many biological
reactions, like
aerobic respiration
and
photosynthesis, are
represented
through oxidation
reduction
reactions.