Quarter 3 Chemistry
Chemical Compounds, Course Title
Chemistry One
Intermolecular Forces
and Types of Solids
9-12
Grade Level
Quarter 3 (1 of 3)
Time Frame
Learning
 Describe the attractive forces among molecules and their effect on chemical and physical properties. (C.3.5)
Target
 Use balanced chemical equations and the mole concept to determine the quantities of reactants and
(core
products. (4.3, 4.7)
standards)
Big Ideas
State Standards
C.3.5
Compare and contrast ionic, covalent network, metallic and polar and non-polar molecular crystals
with respect to constituent particles, strength of bonds, melting and boiling points and conductivity;
provide examples of each type.
Content
Area
C.4.3
Given mass of the sample, use the mole concept to determine the number of moles and number of
atoms or molecules in samples of elements and compounds
C.4.7
Perform calculations to determine the composition of a compound or mixture when given the
formula.
Nature of Science Standards
 Develop explanations based on reproducible data and observations gathered during laboratory
investigations.
 Recognize that their explanations must be based both on their data and other known information from
investigations of others.
 Clearly communicate their ideas and results of investigations verbally and in written form using tables,
graphs, diagrams and photographs.
 Regularly evaluate the work of their peers and in turn have their work evaluated by peers
 Apply standard techniques in laboratory investigations to measure physical quantities in appropriate
units and convert quantities to other units as necessary.
 Use analogies and models (mathematical and physical) to simplify and represent systems that are
difficult to understand or directly experience due to their size, time scale or complexity. Recognize the
Quarter 3 Chemistry
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limitations of analogies and models
Focus on the development of explanatory models based on their observations during laboratory
investigations.
Explain that the body of scientific knowledge is organized into major theories, which are derived from
and supported by the results of many experiments and allow us to make testable predictions.
Recognize that new scientific discoveries often lead to a re-evaluation of previously accepted scientific
knowledge and of commonly held ideas.
Describe how scientific discoveries lead to the development of new technologies and conversely how
technological advances can lead to scientific discoveries through new experimental methods and
equipment.
Explain how scientific knowledge can be used to guide decisions on environmental and social issues.
Literacy Standards – Reading (R) and Writing (W)
11-12.RS.1 Cite specific textual evidence to support analysis of science, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account.
11-12.RS.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
11-12.RS.3 Follow precisely a complex multistep procedure when carrying out experiments or taking
measurements; analyze the specific results based on explanations in the text.
11-12.RS.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific context relevant to grades 11-12 texts and topics.
11-12.RS.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
11-12.RS.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
11-12.RS.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.RS.8 Evaluate the hypotheses, data, analysis, and conclusions in a science text, verifying the data when
possible and corroborating or challenging conclusions with other sources of information.
11-12.RS.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12.RS.10 By the end of grade 12 read and comprehend science texts in the grades 11-CCR text complexity
Quarter 3 Chemistry
band independently and proficiently.
11-12.WS.1 Write arguments focused on discipline-specific content.
11-12.WS.2 Write informative/explanatory texts, including scientific procedures/ experiments.
11-12.WS.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
11-12.WS.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.WS.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
11-12.WS.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
11-12.WS.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and
overreliance on any once source and following a standard format for citation.
11-12.WS.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.WS.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SampleThe bar
Essential
Questions
1. Compare and contrast different types of solids by type, polarity, bond or force of attraction present,
boiling/melting point and conductivity.
2. Construct Lewis Dot Structures for neutral molecules and polyatomic ions and correctly identify the molecular
geometry, bond angle and intermolecular force present for that material.
3. Find the molar mass and formula mass of a compound or molecule and use the number to convert between
grams, moles or molecules or a chemical.
4. Determine the percent composition for a compound or substance.
Quarter 3 Chemistry
Essential
Vocabulary
Assessment
Resources
1.
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Formula Mass
Molar Mass (already covered)
Percent Composition
Intramolecular Forces
Intermolecular Forces
Dipole Moment
Hydrogen Bonding
London Dispersion Forces
Formative Assessment – homework and guided practice in class
Summative Assessment – solids lab, intermolecular forces lab, unit 7 quiz, unit 7 test
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Gizmos
Modern Chemistry Textbook – Holt, Rinehart & Winston
Online Chemistry Textbook: http://www.ck12.org/flexbook/book/2541