Course Outline
1. Introduction to Chemistry
a. What is chemistry?
b. Scientific method
c. Measurements, significant figures, accuracy vs. precision
d. Unit conversions
e. Properties and changes
f. Classification of matter
2. Atomic Structures
a. History of atomic theories
b. Subatomic particles
c. Formation of ions
d. Nuclear stability and nuclear reactions*
3. Electron Configurations*
a. Light and quantized energy*
b. Bohr’s model*
c. Shrödinger’s quantum mechanical model of atoms*
d. Electron configurations*
4. Periodic Table and Periodic Laws
a. Development of the modern Periodic Table
b. Classification of elements
c. Electron configurations and the Periodic Table*
d. Octet Rule*
e. Periodic Laws and Trends
f. Major groups of elements
5. Chemical Bonding, States of Matter and Intermolecular Forces
a. Formation of chemical bonds
b. Ionic bonds and ionic compounds
c. Metallic bonds and metals
d. Covalent bonds and molecular compounds
e. Covalent compounds: VSEPR model and molecular shapes*
f. Covalent compounds: molecular polarity*
g. Small organic molecules and polymers
h. States of matter: solids, liquids and gases
i. Intermolecular forces*
6. Chemical Reactions and Equations
a. Chemical reactions and equations
1
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
Law of conservation of mass and balancing chemical reactions
Major types of chemical reactions*
Oxidation-reduction reactions**
The mole
 Number of particles and the mole
 Mass and the mole
 Empirical and molecular formulas*
 The formula for a hydrate*
f. Stoichiometry of chemical reactions*
 Stoichiometric calculations*
 Percent yield*
 Limiting reagent**
g. Energy
 Heat in chemical reactions and processes
 Thermochemical equations**
 Calculating enthalpy change**
b.
c.
d.
e.
7. Gases
a.
b.
c.
d.
8. Solutions
a.
b.
c.
d.
e.
The gas laws
The combined gas law and Avogadro’s principle*
The ideal gas law*
Gas stoichiometry*
What are solutions?
Solution concentrations
Stoichiometric calculations involving solutions*
Colligative properties of solutions*
Acids and bases:
 Introduction
 Strength of acids and bases
 pH and pOH
 Neutralization**
9. Chemical Equilibrium and Kinetics*
a. Equilibrium: a state of dynamic balance
b. Factors affecting chemical equilibrium
c. A model for reaction rates
d. Factors affecting reaction rates
*-not included in Environmental Chemistry
**-for Chemistry Honors only
2
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
STANDARDS APPLICABLE TO ALL UNITS
5.1.12.A
5.2.12.B
5.1.12.C
5.1.12.D
8.1.12.A.1
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing representing and interpreting the
natural and the designed world.
Students master the conceptual, mathematical, physical, and computational tools
that need to be applied when constructing and evaluating claims.
Scientific knowledge builds on itself over time.
The growth of scientific knowledge involves critique and communication which are
social practices that are governed by a core set of values and norms.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Explain relevant physical properties of materials used in engineering and technology.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
UNIT ONE: INTRODUCTION TO CHEMISTRY
UNIT TWO: ATOMIC STRUCTURE
5.2.12.A.1
5.2.12.A.4
5.2.12.D.3
Electrons, protons, and neutrons are parts of the atoms and have measurable
properties, including mass, and in the case of protons and electrons, charge. The
nuclei of atoms are composed of protons and neutrons. A kind of force that is only
evident at nuclear distances holds the particles of nucleus together against the
electrical repulsion between the protons.
In a neutral atom, the positively charged nucleus is surrounded by the same number
of negatively charged electrons. Atoms of an element whose nuclei have different
number of neutrons are called isotopes.
Nuclear reactions (fission and fusion) convert very small amounts of matter into
energy.
3
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
UNIT THREE: ELECTRON CONFIGURATIONS
5.2.12.B.1
An atom’s 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.
UNIT FOUR: PERIODIC TABLE AND PERIODIC LAWS
5.2.12.A.3
8.1.12.A.1
In the Periodic Table, elements are arranged according to the number of protons
(the atomic number). This organization illustrates commonality and patterns of
physical and chemical properties among the elements.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
UNIT FIVE: CHEMICAL BONDING, STATES OF MATTER AND INTERMOLECULAR
FORCES
5.2.12.B.1
5.2.12.A.2
5.2.12.C.2
An atom’s 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.
Differences in the physical properties of solids, liquids, and gases are explained by
the ways in which atoms, ions, or molecules of the substances are arranged, and by
the strength of the forces attraction between the atoms, ions or molecules.
Heating increases the energy of the atoms composing elements and the molecules
or ions composing compounds. As the kinetic energy of the atoms, molecules, or
ions increases, the temperature of the matter increases. Heating a pure solid
increases the vibrational energy of its atoms, molecules or ions. When the
vibrational energy of the molecules of a pure substance becomes great enough, the
solid melts.
UNIT SIX: CHEMICAL REACTIONS AND ENERGY
5.2.12.B.2
5.2.12.B.3
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.
The conservation of atoms in chemical reactions leads to the ability to calculate the
mass of products and reactants using the mole concept.
4
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
5.2.12.D.2
The driving forces of chemical reactions are energy and entropy. Chemical reactions
either releases energy to the environment (exothermic) or absorb energy from the
environment (endothermic).
UNIT SEVEN: GASES
5.2.12.C.1
Gas particles move independently and are far apart relative to each other. The
behavior of gases can be explained by the Kinetic Molecular Theory. The Kinetic
Molecular Theory can be used to explain the relationship between pressure and
volume, volume and temperature, pressure and temperature, and number of
particles in a gas sample. There is a natural tendency for a system to move in the
direction of disorder or entropy.
UNIT EIGHT: SOLUTIONS
5.2.12.A.5
5.2.12.A.6
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 solution can be calculated in terms of
molarity, molality, and percent by mass.
Acids and bases are important in numerous chemical processes that occur around
us, from industrial to biological processes, from the laboratory to the environment.
UNIT NINE: CHEMICAL EQUILIBRIUM AND KINETICS
5.2.12.D.4
5.2.12.D.5
Energy may be transferred from one object to another during collisions.
Chemical equilibrium is a dynamic process that is significant in many systems,
including biological, ecological, environmental, and geological systems. Chemical
reactions occur at different rates. Factors such as temperature, mixing,
concentration, particle size, and surface area affect the rates of chemical reactions.
5
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
STATE STANDARDS
SCIENCE
STATE STANDARD 5.1.12.A.1: Refine interrelationships among concepts and patterns of evidence
found in different central scientific explanations.
STATE STANDARD 5.1.12.A.2: Develop and use mathematical, physical, and computational tools
to build evidence-based models and to pose theories.
STATE STANDARD 5.1.12.A.3: Use scientific principles and theories to build and refine standards
for data collection, posing controls, and presenting evidence.
STATE STANDARD 5.1.12.B.1: Design investigations, collect evidence, analyze data, and evaluate
evidence to determine measures of central tendencies, causal/correlational relationships, and
anomalous data.
STATE STANDARD 5.1.12.B.2: Build, refine, and represent evidence-based models using
mathematical, physical, and computational tools.
STATE STANDARD 5.1.12.B.3: Revise predictions and explanations using evidence, and connect
explanations/arguments to established scientific knowledge, models, and theories.
STATE STANDARD 5.1.12.B.4: Develop quality controls to examine data sets and to examine
evidence as a means of generating and reviewing explanations.
STATE STANDARD 5.1.12.C.1: Reflect on and revise understandings as new evidence emerges.
STATE STANDARD 5.1.12.C.2: Use data representations and new models to revise predictions
and explanations.
STATE STANDARD 5.1.12.C.3: Consider alternative theories to interpret and evaluate evidencebased arguments.
STATE STANDARD 5.1.12.D.1: Engage in multiple forms of discussion in order to process, make
sense of, and learn from others’ ideas, observations, and experiences.
STATE STANDARD 5.1.12.D.2: Represent ideas using literal representations, such as graphs,
tables, journals, concept maps, and diagrams.
STATE STANDARD 5.1.12.D.3: Demonstrate how to use scientific tools and instruments and
knowledge of how to handle animals with respect for their safety and welfare.
6
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
COMMON CORE STANDARDS
LITERACY/SCIENCE
Key Ideas and Details
RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions.
RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary of the
text.
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts
and topics.
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction force, energy).
RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.
RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s
claim or a recommendation for solving a scientific or technical problem.
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous
explanations or accounts.
7
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
STATE STANDARDS
Educational Technology
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
8.1.12.A.1
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Construct a spreadsheet, enter data and use mathematical or logical functions to
manipulate data, generate charts and graphs and interpret the results.
STATE STANDARDS
21st Century Life and Career
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).4
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Demonstrate the ability to use Newton’s laws of motion to analyze static and
dynamic systems with and without the presence of external forces.
8
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and technology.
9.4.12.O.(1).6 Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
9.4.12.O.(1).8 Select and use a range of communications technologies, including word processing,
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Explain relevant physical properties of materials used in engineering and technology.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles, and standards of school
mathematics to solve science, technology, engineering, and mathematics problems.
9
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013
9.4.12.O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems
Explain relevant physical properties of materials used in engineering and technology.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
mathematics to solve science, technology, engineering, and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Explain relevant physical properties of materials used in engineering and technology.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
Apply the concepts, processes, guiding principles and standards of school
mathematics to solve science, technology, engineering and mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships, characteristics,
and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
Explain relevant physical properties of materials used in engineering and technology.
Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
Select and use a range of communications technologies, including word processing,
spreadsheet, database, presentation, email, and Internet applications, to locate and
display information.
10
Oradell, River Dell and River Edge Public School Districts
Chemistry Curriculum
DRAFT April 2013