Beruflich Dokumente
Kultur Dokumente
CHEMISTRY
Curriculum Guide
2013 Edition
APPROVED ON:______________________
BOARD OF TRUSTEES
Richard Morales-Wright, President
Kimberly Brock, Vice President
Tasha Youngblood Brown
Frankie Winrow
Mylo Wright
Table of Contents
PHILOSOPHY ......................................................................................................................................................................................................... 3
COURSE DESCRIPTION ............................................................................................................................................................................................ 3
UNIT THEMES OUTLINE .......................................................................................................................................................................................... 4
NJ CORE CURRICULUM CONTENT STANDARDS............................................................................................................................................................ 7
CURRICULUM BLUEPRINT ..................................................................................................................................................................................... 40
Philosophy
Science is a way of relating to and experiencing our world as a process that helps one search for solutions to
problems faced everyday. This curriculum aims to provide students with the knowledge and understanding of
scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs,
and productivity in a global economy. It emphasizes critical thinking skills through an inquiry-based and hand-on
approach to learning.
The goal of science education is to develop scientifically literate students who understand how science, technology
and society influence one another; and who are able to use this knowledge and its applications in their every day
decision-making processes as members of a global society. Essential to this conceptual understanding is the
philosophy that science is a process rather than an accumulation of facts.
The present course of study is designed to meet and/or exceed N.J. Core Curriculum Content Standards, the N.J.
Cross-Content Workplace Readiness Standards, and National Science Education Standards.
Course Description
The Chemistry course is aligned to the New Jersey Core Curriculum Content Standards and provides students with
an introduction to chemistry. It includes topics designed to inspire a student's interest in chemistry as a career
choice. Emphasis is on instructor-guided, hands-on experiments wherein students learn the following techniques:
using analytical balances, microscopes and Bunsen burners; titration; extraction; distillation; filtration;
crystallization; and chromatography. Students learn to solve real-world chemistry problems using math skills, logic
and critical thinking. Students also learn to write laboratory reports documenting their experiments, which include:
purpose statement and brief description of experimental procedures, hypothesis, results, data analysis, and
conclusions. Students also learn the elements of safety when handling chemicals.
Outline
I. Properties of Matter
a. Matter
b. Atoms
c. Elements
d. Compounds
e. Molecules
f. Mixtures
g. States of matter
h. Physical properties and changes
i. Chemical properties
j. Physical methods of separation
II. Elements
a. Elements and symbols
b. Formulas
c. Atomic structure
d. Nucleus
e. Protons
f. Neutrons
g. Electrons
h. Isotopes
i. Periodic table
j. Ions
k. Cation
l. Anion
m. Ionic compounds
III. Chemical Compounds
a. Type I
b. Type II
c. Polyatomic ions
d. Acids
IV. Mole concept
a. Atomic masses
b. Mole
c. Molar mass
d. Percent composition of compounds
e. Empirical formulas
f. Molecular formulas
V. Changes in Matter
a. Chemical reaction
b. Chemical equation
c. Reactants
d. Products
e. Balancing
f. Coefficients
g. Precipitation reaction
h. Electrolyte
i. Solubility
j. Molecular, complete and net ionic equations
k. Acids and bases
l. Oxidation-reduction
m. Classification of chemical reactions
n. Concept of limiting reactants
o. Percent yield
VI. Moder Atomic Theory
a. Energy and light
b. Electomagnetic radiation
c. Photons
d. Energy levels
e. Bohr model of the atom
f. Orbitals
g. Principal energy levels
h. Sublevels
i. Valence electrons
j. Core electrons
k. Electron configuration
l. Types of chemical bonding
m. Octet rule
n. Electronegativity
o. Bond polarity and Dipole Moments
p. Ionic bonding and structures of ionic compounds
q. Lewis structures
r. The VSEPR Model
VII. Solutions
a. Solute
b.
c.
d.
e.
f.
g.
h.
i.
j.
Solvent
Aqueous solution
Solubility
Solution composition
Mass percent
Molarity
Dilution
Neutralization
Normality
VIII.
Acids and Bases
a. Acid strength
b. Water as an acid and a base
c. pH scale
d. measuring pH
e. acids-bases titrations
IX. kinetic molecular theory
a. Pressure
b. Volume
c. Temperature
d. The ideal gas law
e. Kinetic molecular theory of gases
f. Real gases
g. Energy
h. Heat
i. Exothermic processes
j. Endothermic processes
k. Enthalpy
X. Equilibrium
a. Collision model
b. Activation energy
c. Homogeneous reactions
d. Heterogeneous reactions
e. Equilibrium constant
f. Le Chatelier's Principle
Content Area
Standard
Strand
By the
end of
grade
P
12
12
CPI#
5.1.P.A.1
5.1.4.A.1
5.1.4.A.2
5.1.4.A.3
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.1.12.A.1
5.1.12.A.2
12
Content Area
Standard
Strand
By the
end of
grade
P
4
4
4
8
5.1.12.A.3
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
Content Statement
CPI#
5.1.P.B.1
5.1.P.B.2
5.1.P.B.3
5.1.4.B.1
5.1.4.B.2
5.1.4.B.3
5.1.4.B.4
5.1.8.B.1
5.1.8.B.2
8
8
12
12
12
12
5.1.8.B.4
5.1.12.B.1
5.1.12.B.4
Content Area
Standard
Strand
By the
end of
grade
P
5.1.8.B.3
5.1.12.B.2
5.1.12.B.3
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
Content Statement
CPI#
5.1.P.C.1
5.1.4.C.1
5.1.4.C.2
5.1.4.C.3
12
12
12
Content Area
Standard
Strand
By the
end of
grade
P
5.1.8.C.2
5.1.8.C.3
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
D. Participate Productively in Science : The growth of scientific knowledge involves critique and
communication, which aresocial practices that are governed by a core set of values and norms.
Content Statement
CPI#
5.1.P.D.1
5.1.4.D.1
5.1.4.D.2
4
8
8
12
12
12
5.1.4.D.3
5.1.4.D.4
5.1.8.D.1
5.1.8.D.2
5.1.8.D.3
5.1.8.D.4
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
12
Content Area
Standard
Strand
By the
end of
grade
P
Science
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter
has two fundamental properties: matter takes up space, and matter has inertia.
Content Statement
CPI#
5.2.P.A.1
5.2.2.A.1
5.2.4.A.2
5.2.2.A.2
5.2.4.A.1
5.2.4.A.3
5.2.4.A.4
6
6
6
8
8
5.2.8.A.1
5.2.8.A.2
5.2.8.A.3
5.2.8.A.4
5.2.8.A.5
12
5.2.8.A.6
5.2.8.A.7
5.2.12.A.1
12
12
12
12
12
in interactions.
5.2.12.A.2
5.2.12.A.3
5.2.12.A.4
5.2.12.A.5
5.2.12.A.6
15
Content Area
Standard
Strand
By the
end of
grade
P
12
Science
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances.
Each change involves energy.
Content Statement
CPI#
5.2.P.B.1
5.2.2.B.1
5.2.6.B.1
5.2.4.B.1
5.2.8.B.1
5.2.8.B.2
5.2.12.B.1
16
12
12
Content Area
Standard
Strand
By the
end of
grade
P
2
2
4
4
5.2.12.B.2
5.2.12.B.3
Science
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and
kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be
explained and is predictable.
Content Statement
CPI#
4
6
12
12
Content Area
5.2.1
2.C.2
Science
18
Standard
Strand
By the
end of
grade
2
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
Content Statement
CPI#
5.2.2.
D.1
5.2.4.
D.1
5.2.6.
D.1
12
12
12
5.2.8.
D.1
5.2.8.
D.2
5.2.12
.D.1
5.2.12
.D.2
5.2.12
12
12
Content Area
Standard
Strand
4
4
Science
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood
in terms of forces.
By the
end of
Content Statement
grade
P
Observations and investigations form a basis for young
learners understanding of motion.
.D.3
5.2.12
.D.4
5.2.12
.D.5
CPI#
5.2.2.
E.3
5.2.4.
E.1
5.2.4.
E.2
20
6
6
6
8
12
farther.
Magnets can repel or attract other magnets, but they
attract all matter made of iron. Magnets can make some
things move without being touched.
Earth pulls down on all objects with a force called gravity.
Weight is a measure of how strongly an object is pulled
down toward the ground by gravity. With a few
exceptions, objects fall to the ground no matter where
they are on Earth.
An objects position can be described by locating the
object relative to other objects or a background. The
description of an objects motion from one observers
view may be different from that reported from a different
observers view.
Magnetic, electrical, and gravitational forces can act at a
distance.
Friction is a force that acts to slow or stop the motion of
objects.
Sinking and floating can be predicted using forces that
depend on the relative densities of objects and materials.
An object is in motion when its position is changing. The
speed of an object is defined by how far it travels divided
by the amount of time it took to travel that far.
Forces have magnitude and direction. Forces can be
added. The net force on an object is the sum of all the
forces acting on the object. An object at rest will remain
at rest unless acted on by an unbalanced force. An object
in motion at constant velocity will continue at the same
velocity unless acted on by an unbalanced force.
The motion of an object can be described by its position
and velocity as functions of time and by its average
speed and average acceleration during intervals of time.
5.2.4.
E.3
5.2.4.
E.4
5.2.6.
E.1
5.2.6.
E.2
5.2.6.
E.3
5.2.6.
E.4
5.2.8.
E.1
5.2.8.
E.2
5.2.12
.E.1
12
5.2.12
.E.2
12
5.2.12
.E.3
5.2.12
.E.4
12
21
Content Area
Standard
Strand
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
A. Organization and Development : Living organisms are composed of cellular units (structures) that
carry out functions required for life. Cellular units are composed of molecules, which also carry out biological
functions.
By the
end of
Content Statement
grade
P
Observations and discussions about the natural world
form a basis for young learners understanding of life
science.
P
Observations and discussions form a basis for young
learners understanding of the similarities and differences
among living and nonliving things.
2
Living organisms:
Exchange nutrients and water with the
environment.
CPI#
5.3.P.
A.1
5.3.P.
A.2
5.3.2.
A.1
Reproduce.
Reproduce.
5.3.4.
A.1
5.3.4.
A.2
5.3.4.
A.3
22
6
8
12
12
12
12
12
12
Respiratory
Nervous
Skeletal
Muscular
Reproductive
Systems of the human body are interrelated and regulate
the bodys internal environment.
Essential functions of plant and animal cells are carried
out by organelles.
All organisms are composed of cell(s). In multicellular
organisms, specialized cells perform specialized functions.
Tissues, organs, and organ systems are composed of
cells and function to serve the needs of cells for food, air,
and waste removal.
During the early development of an organism, cells
differentiate and multiply to form the many specialized
cells, tissues, and organs that compose the final
organism. Tissues grow through cell division.
Cells are made of complex molecules that consist mostly
of a few elements. Each class of molecules has its own
building blocks and specific functions.
Cellular processes are carried out by many different types
of molecules, mostly by the group of proteins known as
enzymes.
Cellular function is maintained through the regulation of
cellular processes in response to internal and external
environmental conditions.
Cells divide through the process of mitosis, resulting in
daughter cells that have the same genetic composition as
the original cell.
Cell differentiation is regulated through the expression of
different genes during the development of complex
multicellular organisms.
There is a relationship between the organization of cells
into tissues and the organization of tissues into organs.
The structures and functions of organs determine their
relationships within body systems of an organism.
Content Area
Standard
5.3.6.
A.1
5.3.6.
A.2
5.3.8.
A.1
5.3.8.
A.2
5.3.12
.A.1
5.3.12
.A.2
5.3.12
.A.3
5.3.12
.A.4
5.3.12
.A.5
5.3.12
.A.6
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
23
Strand
By the
end of
grade
P
4
6
12
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
B. Matter and Energy Transformations : Food is required for energy and building cellular materials.
Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food
directly from other organisms.
Content Statement
Investigations form a young learners understanding of
how a habitat provides for an organisms energy needs.
CPI#
12
12
12
12
12
Content Area
Standard
Strand
By the
end of
grade
P
5.3.1
2.B.2
5.3.1
2.B.3
5.3.1
2.B.4
5.3.1
2.B.5
5.3.1
2.B.6
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
C. Interdependence : All animals and most plants depend on both other organisms and their environment
to meet their basic needs.
Content Statement
CPI#
6
6
12
12
Content Area
Standard
Strand
5.3.1
2.C.1
5.3.1
2.C.2
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles.
26
Organisms contain genetic information that influences their traits, and they pass this on to their offspring
during reproduction.
By the
end of
grade
P
Content Statement
Observations of developmental changes in a plant or
animal over time form a basis for young learners
understanding of heredity and reproduction.
6
8
12
CPI#
12
12
Content Area
Standard
Strand
By the
end of
grade
2
2
2.D.1
genome projects.
5.3.1
2.D.2
5.3.1
2.D.3
Science
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may lead to
dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Content Statement
CPI
#
5.3.2
.E.1
5.3.2
.E.2
12
12
12
12
29
Content Area
Standard
Strand
By the
end of
grade
2
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under
the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns,
and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes
of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion
years ago.
Content Statement
The Sun is a star that can only be seen during the day.
The Moon is not a star and can be seen sometimes at
night and sometimes during the day. The Moon appears
to have different shapes on different days.
Objects in the sky have patterns of movement. The Sun
and Moon appear to move across the sky on a daily
basis. The shadows of an object on Earth change over
the course of a day, indicating the changing position of
the Sun during the day.
The observable shape of the Moon changes from day to
day in a cycle that lasts 29.5 days.
Earth is approximately spherical in shape. Objects fall
towards the center of the Earth because of the pull of
the force of gravity.
Earth is the third planet from the Sun in our solar
system, which includes seven other planets.
The height of the path of the Sun in the sky and the
length of a shadow change over the course of a year.
CPI
#
12
12
12
12
12
12
31
Content Area
Standard
Strand
By the
end of
grade
4
12
12
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
Content Statement
CPI
#
12
Content Area
Standard
Strand
By the
end of
grade
P
4
4
6
6
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
C. Properties of Earth Materials : Earths composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
Content Statement
CPI#
12
12
Content Area
Standard
Strand
By the
end of
grade
6
Content Statement
Lithospheric plates consisting of continents and ocean
floors move in response to movements in the mantle.
Earths landforms are created through constructive
(deposition) and destructive (erosion) processes.
8
12
12
5.4.1
2.C.2
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
CPI#
5.4.8.
D.3
5.4.1
2.D.1
5.4.1
2.D.2
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
Content Statement
12
12
CPI#
35
Content Area
Standard
Strand
By the
end of
grade
P
2
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
F. Climate and Weather : Earths weather and climate systems are the result of complex interactions
between land, ocean, ice, and atmosphere.
Content Statement
12
12
CPI#
12
Content Area
Standard
Strand
By the
end of
grade
P
2
2
2
2
4
4
5.4.1
2.F.3
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or
biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by
human activity.
Content Statement
CPI#
6
8
12
12
12
12
12
12
G.4
5.4.1
2.G.3
5.4.1
2.G.4
5.4.1
2.G.5
5.4.1
2.G.6
12
5.4.1
2.G.7
39
Chemistry
NJ Core Curriculum Content Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy,
and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
KEY ELEMENTS
CHEMISTRY
2011
CONTENT (What Students should know)
PERFORMANCE TARGETS
PROPERTIES OF MATTER:
All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space,
and matter has inertia.
Key ELEMENTS
A. Matter
B.
C.
Atom
Element
D. Compound
E.
Molecule
F.
Mixture
G. Homogeneous
H. Heterogeneous
I.
States of Matter
Explain the properties of materials in terms of atomic
theory:
J.
K.
L.
KEY ELEMENTS
CHEMISTRY
2011
CONTENT (What Students should know)
PERFORMANCE TARGETS
Key ELEMENTS
A. Names of elements and symbols
B.
Formulas of compounds
C.
Atomic Structure
D. Nucleus
E.
Protons
F.
Neutrons
G. Electrons
g) Interpret and write isotopic notation
H. Isotopes
I.
Periodic Table
J.
Ions
K.
Cation
L.
Anion
M. Ionic Compounds
42
CHEMISTRY
2011
CONTENT (What Students should know)
KEY ELEMENTS
PERFORMANCE TARGETS
C.
D. Polyatomic Ions
E.
Acids
CONTENT
When metal combines with nonmetal the resulting substance is
called binary ionic compound. To name these compounds we
simply name the ions.
Type I compounds: the metal present forms only one type of
cation.
Type II compounds: the metal present can form two or more
cations that have different charges.
The cation is written first in the name; the anion is written
second in the name; The name of the cation is the same as the
(neutral) element from which it is derived (type I); The anion is
named by adding the suffix -ide to the root of the element name.
For the type II binary ionic compounds we use a roman
numeral after the cation to indicate the oxidation state (ionic
charge) of that cation.
PERFORMANCE TARGETS
a) Name type I binary compounds
b) Name type II binary compounds
c)
f)
MOLE CONCEPT:
The quantity used by chemists to specify the amount of chemical elements or compounds is called amount of substance. The mole is
the amount of substance of a system which contains as many elementary entities as there are atoms in 0.012 kilogram of carbon 12; its
symbol is mol.
43
CHEMISTRY
2011
CONTENT (What Students should know)
KEY ELEMENTS
Key ELEMENTS
A. Atomic masses
B.
C.
Mole
D. Molar mass
E.
F.
Empirical Formulas
CONTENT
To describe the mass of an atom, scientists have defined much
smaller unit of mass called atomic mass unit amu.
The mole can be defined as a number equal to the number of
carbon atoms in 12.01 g of carbon. One mole of something
consists of 6.022 1023 units of that substance. This number is
called Avogadros number.
A sample of an element with a mass equal to that elements
average atomic mass expressed in grams contains one mole of
atoms.
The molar mass of any substance is the mass in grams of one
mole of substance. The molar mass is obtained by summing the
masses of the component atoms.
G. Molecular Formulas
PERFORMANCE TARGETS
PERFORMANCE TARGETS
Use the mole theory to explain the following:
a) Calculate the mass using amu
b) Calculate the number of atoms by the
mass
c)
f)
CHANGES IN MATTER:
Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
Key ELEMENTS
A. Chemical Reaction
B.
C.
Chemical Equation
Reactants
D. Products
CONTENT
Chemical change always involves a rearrangement of the ways
in which atoms are grouped and such change is called chemical
reaction. We represent a chemical reaction by writing a
chemical equation in which the chemicals present before the
reaction, the reactants, are shown to the left of an arrow and the
chemicals formed by the reaction, the products, are shown to
the right of an arrow.
In a chemical reaction, atoms are neither created nor destroyed.
PERFORMANCE TARGETS
Demonstrate an understanding of chemical
reactions by being able to:
a) Distinguish between chemical and
physical changes
b) Recognize reactants and products
c)
KEY ELEMENTS
E.
Balancing
F.
Coefficients
G. Precipitation reaction
H. Electrolyte
I.
Solubility
J.
K.
L.
Oxidation-reduction
O. Percent yield
CHEMISTRY
2011
CONTENT (What Students should know)
All atoms present in the reactants must be accounted for among
the products.
Balanced chemical reaction is an accurate representation of the
reaction that occurs.
One driving force for a chemical reaction is the formation of a
solid, a process called precipitation. When ionic compound
dissolves in water, the ions separate and move around
independently and we say that the ions of the solid dissociate.
Reactions in aqueous solutions are best described by complete
ionic and/or net ionic equations. The molecular equation shows
only the overall reaction.
Two very important classes of compounds are acids and bases
and in the reaction of a strong acid and a strong base, one
product is always an ionic compound called salt, which remains
dissolved in water.
A large number of important reactions involve the transfer of
either electrons or hydrogen ions between reacting ions,
molecules, or atoms. In other chemical reactions, atoms interact
with one another by sharing electrons to create a bond.
A reaction that involves a transfer of electrons is called
oxidation-reduction reaction.
Chemical reactions can be classify as:
Precipitation reactions
Oxidation-Reduction reactions
o Combustion reactions
o Synthesis (combination) reactions
o Decomposition reactions
Acid-Base Reactions
PERFORMANCE TARGETS
the law of conservation of mass.
d) Determine missing reactant or product in
balanced equation
e) Identify precipitates in reactions where a
solid forms
f) Write and balance complete ionic and
net ionic equations
g) Write equations for Acid-Base Reactions
h) Identify electron transfer in OxidationReduction reactions
i) Identify types of chemical reactions and
classifying
j) Relating moles to molecules in chemical
equations
k) Determining mole ratios
l) Using mole ratios in calculations
m) Interpret balanced chemical equations in
terms of mass-mass relationship
(stiochiometry)
n) Stoichiometric calculations involving
limiting reactant
o) Stoichiometric calculations involving
percent yield
45
CHEMISTRY
2011
CONTENT (What Students should know)
KEY ELEMENTS
PERFORMANCE TARGETS
Electromagnetic radiation
C.
Photons
D. Energy Levels
E.
F.
Orbitals
CONTENT
When atoms receive energy from some source-they become
excited-they can release this energy by emitting light. The
emitted energy is carried away by photon.
The lowest possible energy state of an atom is called its ground
state. The energy contained in the photon corresponds to the
change in energy that the atom experiences in going from the
excited state to the lower state.
The probability map of hydrogen electron is called an orbital, in
the wave mechanical model, the higher energy states correspond
to different kinds of orbitals with different shapes.
An atoms electron configuration, particularly of the outermost
electrons, determines how the atom interacts with other atoms.
Chemical bonds are the interactions between atoms that hold
them together in molecules or between oppositely charged ions.
H. Sublevels
I.
Valence Electrons
J.
Core Electrons
K.
Electron Configuration
PERFORMANCE TARGETS
Explain the electron configurations and
formation of compounds in terms of octet rule,
bonding, and physical/chemical properties
resulting from the bond types.
a) Distinguish between ground state and
excited state electron configurations
b) Identify an element by comparing its
bright-line spectrum to given spectra
c)
f)
CHEMISTRY
2011
CONTENT (What Students should know)
KEY ELEMENTS
L.
PERFORMANCE TARGETS
k)
l)
M. Octet Rule
N. Electronegativity
P.
Q. Lewis Structures
R.
Molecular Structure
S.
Solutions:
A solution is homogeneous mixture, a mixture in which the components are uniformly intermingled.
Key ELEMENTS
A. Solute
B.
C.
Solvent
Aqueous solution
D. Solubility
CONTENT
Most of the important chemistry that keeps plants, animals, and
humans functioning occurs in aqueous solutions.
Solids, liquids, and gases may dissolve to form solutions. When
combining a solute and solvent to prepare a solution, exceeding
a particular concentration of solute will lead to precipitation of
the solute from the solution. Dynamic equilibrium occurs in
saturated solutions. Concentration of solutions can be calculated
PERFORMANCE TARGETS
Demonstrate an understanding of solutions and
the dissolving process:
a) Describe the processes and uses of
filtration, distillation and
chromatography in the separation of
mixture
b) Interpret and construct solubility curves
47
KEY ELEMENTS
CHEMISTRY
2011
CONTENT (What Students should know)
PERFORMANCE TARGETS
Solution Composition
F.
Mass Percent
G. Molarity
f)
H. Dilution
I.
Neutralization
J.
Normality
E.
Measuring pH
F.
Acids-Bases Titrations
c)
CHEMISTRY
2011
CONTENT (What Students should know)
KEY ELEMENTS
PERFORMANCE TARGETS
color
e)
f)
Volume
C.
Temperature
E.
F.
Real Gases
G. Energy
CONTENT
A gas uniformly fills any container, is easily compressed, and
mixes completely with any other gas. One of the most obvious
properties of gas is that it exerts pressure on its surroundings.
The behavior of gases as it is revealed by experimental
observations can be described by three gas laws: Boyles,
Charless, and Avogadros law and can be combined into one
law called Ideal Gas Law which involves all important
characteristics of a gas: its pressure (P), volume (V), number of
moles (n), and temperature (T).
A relatively simple model that attempts to explain the behavior
of an ideal gas is the Kinetic Molecular Theory.
Temperature is measure of random motions of the components
in substance. When a process results in the evaluation of heat it
is said to be exothermic, and processes that absorb energy from
the surroundings are said to be endothermic. For a reaction
occurring under conditions of constant pressure, the change in
PERFORMANCE TARGETS
Demonstrate an understanding of Kinetic
Molecular Theory by being able to:
a) Use a simple particle model to
differentiate among properties of solids,
liquids and gases
b) Convert temperatures from Celsius
degrees (C)
to kelvins (K) and kelvins (K) to Celsius
degrees (C)
c)
KEY ELEMENTS
H.
Heat
I.
Exothermic Processes
J.
Endothermic Processes
K.
Enthalpy
CHEMISTRY
2011
CONTENT (What Students should know)
PERFORMANCE TARGETS
various forms of energy
i)
j)
Equilibrium:
Reactions occur during molecular collisions, and the system has reached chemical equilibrium, a dynamic state, when the concentrations
of all reactants and products remain constant.
Key ELEMENTS
A. Collision model
B.
Activation energy
C.
Homogeneous reactions
D. Heterogeneous reactions
CONTENT
The idea that reactions occur during molecular collisions, which
is called the collision model, explains many characteristics of
chemical reactions. A minimum energy needed reaction to
occur is called the activation energy Ea.
Reactions involving only one phase are called homogeneous
reactions, while those which involve reactants in two phases are
called heterogeneous.
The system has reached equilibrium when the concentrations
reach levels at which the rate of the forward reaction equals the
PERFORMANCE TARGETS
a) Describe the concentration of particles
and rates of opposing reactions in
equilibrium system
b) Qualitatively describe the effect of stress
on equilibrium using LeChateliers
principle
c)
KEY ELEMENTS
E.
F.
CHEMISTRY
2011
CONTENT (What Students should know)
Equilibrium
Equilibrium constant
G. Le Chateliers principle
PERFORMANCE TARGETS
various factors, such as temperature,
surface area, and concentration,
influence the rate of reaction
e)
51
KEY ELEMENTS
CHEMISTRY
2011
CONTENT (What Students should know)
PERFORMANCE TARGETS
RESOURCES
1.
2.
3.
52