MADISON PUBLIC SCHOOLS
HONORS CHEMISTRY
Revised by: Claire Miller
2 Revision: Mark Ladolcetta
nd
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Honors Chemistry is a college preparatory science for students in the sophomore or junior year. The
course is designed for students who intend to take Advanced Placement Biology and/or Advanced Placement
Chemistry. The curriculum is centered around the major concepts in chemistry with an emphasis on
quantitative relationships. The goal is to provide students with a firm understanding of basic chemical
principles. In addition, the course attempts to develop critical thinking skills through problem solving, small
group discussion, model building and laboratory experimentation.
Honors Chemistry is organized into units that cover the major themes in chemistry such as atomic
structure, periodicity, bonding, stoichiometry, thermodynamics, gases, liquids/solids, solutions, kinetics,
equilibrium, acids/bases, redox, and nuclear chemistry. The course meets six times a week with one double
laboratory period. During this time, students are engaged in a variety of activities which serve to introduce,
illustrate and reinforce concepts. The activities are intended to give students an opportunity to experience the
process of science, as well provide real world applications while preparing for more advanced study.
II.
RATIONALE
Chemistry is a dynamic science that provides an understanding of the physical world and how it
works. Chemical concepts touch every aspect of human life and are often at the heart of many current issues
of public concern. Honors Chemistry provides a vehicle that allows students to understand chemical
concepts, to enhance their scientific literacy and to consider various career options in the area of physical
science.
III.
STUDENT OUTCOMES (Linked to N.J. Core Curriculum Standards listed below)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, 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
COMMON CORE STATE STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL
SUBJECTS (Grades 9-10)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
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.
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.
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.
5. Analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
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.
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.
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.
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.
10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
III. ESSENTIAL QUESTIONS
Introduction to Chemistry
Essential Questions:
 What are the proper procedures for working in the chemical laboratory?
 How do we solve problems in science?
 How do we handle number that measure?
Students will be able to:
 Know the safety rules for the chemical laboratory.
 Know the location and the use of the safety equipment in the laboratory.
 Describe the difference between observation, hypothesis, and theory.
 Use the scientific method to solve a problem.
 Identify both SI base and derived units of measurement.
 Use scientific notation.
 Explain the cause of uncertainty in measurement.
 Use the proper technique and uncertainty for measuring.
 Use significant figures in all calculations.
 Use dimensional analysis in all calculations.
 Distinguish between accuracy and precision.
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Calculate percent error.
Atoms
Essential Questions:
 What observations led to the foundations of modern atomic theory?
 What is the structure of the atom?
 What is a mole?
 How can the concept of mole be used to express the amount of particles and their relative mass?
Students will be able to:
 State Dalton’s atomic theory.
 Explain the relationship between Dalton’s theory and the Laws of Conservation of Mass, Definite
Proportions, and Multiple Proportions.
 Describe the properties of cathode rays that led to the discovery of the electron.
 Tell of the contributions that Thomson made to atomic theory.
 Describe Rutherford’s gold foil experiment and its contributions to atomic theory.
 Determine the number of electrons, protons and neutrons in an atom.
 Identify an isotope.
 Distinguish between atomic mass and atomic number.
 Explain how counting can be done by massing.
 Describe how the concept of relative mass can be used for atomic particles.
 Identify a mole in terms of Avogadro’s number of particles.
 Determine the molar mass of an element or a compound.
 Use dimensional analysis to calculate the number of moles, mass or the number of particles in a
sample given appropriate data.
Chemical Names and Formulas
Essential Questions:
 What is the significance of a chemical formula?
 How can a chemical formula be determined?
 What is the name of a compound?
Students will be able to:
 Interpret a chemical formula in terms of the number of atoms or ions it contains.
 Differentiate between ionic and molecular compounds.
 Name an ionic compound given its formula.
 Using prefixes, name a binary molecular compound form its formula.
 Write the formula of a binary molecular compound given its name.
 Assign oxidation state numbers to elements in compounds.
 Name common acids and give their formulas.
 Use molar mass to convert between the mass and the number of moles of a compound.
 Calculate the number of particles in a given mass of compound.
 Calculate the percent composition of a compound given its formula.
 Determine the empirical formula from the percentage composition or mass composition.
 Differentiate between an empirical and molecular formula of a compound.
 Determine the molecular formula form the empirical formula and molecular mass.
Chemical Equations and Reactions
Essential Questions:
 What characterizes a chemical reaction?
 How can a chemical reaction be described by a balanced equation?
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How can the outcome of a reaction be predicted?
Students will be able to:
 Describe the clues that indicate a chemical reaction has occurred.
 Define the symbols used in chemical equations.
 Write a chemical equation from a sentence description.
 Balance a chemical equation by inspection.
 Note the relationship between balancing a chemical equation and the Law of Conservation of
Mass.
 Give general equations for synthesis, decomposition, combustion, single replacement, and double
replacement reactions.
 Classify a reaction according to type.
 List the various types of synthesis, single replacement and double replacement reactions.
 Predict the products of a reaction given the reactants.
 Explain the significance of an activity series.
 Use an activity series to predict if a given reaction will occur.
Stoichiometry
Essential Questions:
 How does a balanced chemical equation indicate the quantitative relationships between products
and reactants?
 How can one predict the amount of substance that is consumed or produced in a chemical
reaction?
Students will be able to:
 Interpret a balanced equation in terms of terms of the mole ratios between reactants and
products.
 Determine the number of moles or mass of reactant used and product formed in a reaction.
 Identify the limiting reactant in a chemical reaction.
 Use the limiting reactant to calculate the maximum amount of product formed or the amount of
excess reactant in a reaction.
 Distinguish between theoretical yield, actual yield and percent yield.
 Calculate the percent yield given the actual yield.
The Arrangement of Electrons in Atoms
Essential Questions:
 What is the nature of light energy?
 How is the emission of light and absorption of light energy related to the electrons in the atom?
 What is the quantum mechanical model of the atom?
Students will be able to:
 Identify the major regions of the electromagnetic spectrum.
 Explain the mathematical relationship between wavelength,frequency, and energy of light.
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Distinguish between a continuous spectrum and bright line spectrum.
Explain how atoms emit light energy.
Describe the Bohr model of the hydrogen atom.
Explain how bright line spectra demonstrates the quantized nature of light energy and provide
evidence for the Bohr model.
Demonstrate an understanding of the probability approach in predicting the energy of the
electron.
List the four quantum designations in the modern atom and describe their significance.
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Use quantum designations to determine the distance away from the nucleus, the shape of the
orbital, the orientation and the spin of the electron.
Determine the electron capacity of each energy level and subshell
Define the Pauli Exclusion Principle.
Write the configuration of an atom or an ion in the ground state.
Expand the electron configuration using Hund’s Rule to construct the orbital diagrams.
Distinguish between valence and core electrons in the configuration of an atom.
Write the configuration using the noble gas notation.
Relate the configuration of an element to its position on the periodic table.
Periodic Law
Essential Questions:
 How is the periodic table used to organize facts and physical properties of elements?
 How can the periodic table be used to predict the physical properties and chemical reactivity of
elements?
Students will be able to:
 Explain the role of Mendeleev in the development of the periodic table.
 Describe the organization of the modern periodic table.
 Describe how elements belonging to a group or period are related in terms of the number of
valence electrons or energy level that is being filled.
 Locate and describe the general properties of the alkali metals, the alkaline earth metals, the
transition metals, the halogens and noble gases.
 Define ionization energy, electron affinity and electronegativity.
 Describe and explain the trend in atomic radii, ionization energy, metallic character and
electronegativity within a group or period on the periodic table.
 Describe the differences in chemical behavior of elements as one proceeds across a period or
down a group.
 List and compare the properties of metals, metalloids and nonmetals.
 Predict the charges on ions from the location on the periodic table.
Chemical Bonding
Essential Questions
 What is the nature of a chemical bond?
 What bonding models are useful in understanding the forces of attraction between particles?
 How can the physical properties of substances be explained by the bonding model?
Students should be able to:
 Explain why bonds form.
 Describe the nature of ionic and covalent bonds.
 Predict bond type using relative positions on the periodic table.
 Describe a polar covalent bond.
 Differentiate between ionic and covalent using the chemical formulas.
 Describe the arrangement of ions in a crystal lattice.
 List and explain the physical properties of ionic compounds.
 Draw Lewis diagrams for molecular substances.
 Differentiate between single, double and triple covalent bonds.
 Define resonance and explain how it contributes to bond theory.
 Explain VSEPR theory.
 Use VSEPR theory to predict the shape of molecules.
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Explain how hybridization relates the shape of molecules to the orbitals occupied by the
electrons.
Predict the polarity of molecules.
Describe the types of intermolecular forces of attraction: London dispersions, dipole-dipole
forces and hydrogen bonds.
Predict the type of intermolecular bond given the formula of the molecule.
Describe the electron-sea model of metallic bonding.
Give the characteristic properties of a metallic crystal.
Describe the covalent network solid and give the characteristic properties.
Classify the substance by bond type given the structure, formula or physical properties.
Predict and explain the physical properties of a substance given bond type.
Physical Characteristics of Gases
Essential Questions:
 How does the Kinetic Molecular Theory explain the physical properties of gases?
 What mathematical laws govern the physical properties of gases?
Students will be able to:
 List the physical properties of a gas.
 Use the KMT to explain the physical properties of a gas.
 Explain what gas pressure is and how it is measured.
 State the standard conditions for temperature and pressure.
 Use Boyle’s Law to calculate volume and pressure changes at constant temperature.
 Use Charles’s Law to calculate volume and temperature changes at constant pressure.
 Use the Law of Guy-Lussac to calculate pressure and temperature changes at constant volume.
 Use the combined gas law to correct the volume of a gas for a new pressure and temperature.
 Apply Dalton’s Law of Partial Pressure to determine the pressure of a mixture of gases or the
partial pressure of a gas in a mixture.
Molecular Composition of Gases:
Essential Questions:
 How is the volume of gas related to its density and molar volume?
 What is the relationship between volumes of gases when they react with each other?
Students will be able to:
 State Avogadro’s Law and explain it significance.
 Define the standard molar volume of a gas and use it to calculate gas mass and volume.
 Use molar volume to calculate the density and molar mass of a gas at STP.
 State the ideal gas equation, PV=nRT.
 Derive the ideal gas constant and state its units.
 Use the ideal gas equation to calculate the amount of gas at any condition of temperature and
pressure.
 Use the ideal gas equation to calculate the molar mass of a gas given its density.
 Explain how Avogadro’s law applies to the volumes of gases in a chemical reaction.
 Apply the principles of stoichiometry to determine the volume of any gas that is produced or
consumed in a chemical reaction.
 State Graham’s Law of Effusion.
 Determine the relative rate of effusion of two gases of known molar masses using Graham’s
Law.
Liquids and Solids
Essential Questions:
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How do the physical properties of solids and liquids compare?
What factors determine the physical state of a substance?
How is energy involved in phase change?
Students will be able to:
 List and compare the physical properties of liquids and solids.
 Explain the properties of liquids and solids according to the KMT.
 Describe the process by which solids change into liquids and liquids into gases. (5.6A)
 Distinguish between amorphous and crystalline solids.
 Define crystal structure and unit cell.
 Explain the relationship between equilibrium and changes of state.
 Define Le Chatelier’s Principle.
 Predict the change in state using Le Chatelier’s Principle.
 Describe the energy changes that take place in processes of boiling, melting and sublimation.
 Define what is meant by the vapor pressure of a liquid or solid.
 Explain the relationship between vapor pressure, volatility, boiling point and the strength of the
bonds holding particles together.
 Define the molar heat of vaporization and molar heat of fusion.
 Calculate the amount of heat energy absorbed or released when a given quantity of substance
changes state.
 Interpret a phase diagram.
 Explain the physical properties of water in terms of the intermolecular forces that exist between
molecules.
Reaction Energy
Essential Questions:
 How is heat energy involved in chemical reactions?
 What are the driving forces for chemical reactions?
Students will be able to:
 Distinguish between heat and temperature.
 Define the units of heat energy.
 Perform specific heat calculations.
 Define the change in enthalpy as the heat of reaction at constant pressure.
 Associate energy changes to the bond making and bond breaking processes that occurs in a
reaction.
 Differentiate between exothermic and endothermic reactions.
 Label and interpret energy diagrams.
 Use calorimetry data to determine the change in enthalpy or delta H.
 Define the heat of formation and relate it to the stability of a compound.
 Use Hess’s Law to determine the heat of reaction given appropriate data.
 Explain the relationship between the enthalpy change and the tendency of a reaction to occur.
 Define entropy.
 Calculate the change in entropy or delta S given the absolute entropy values.
 Explain the relationship between entropy change and the tendency of a reaction to occur.
 Define the change in free energy.
 Use the Gibbs equation to determine the change in free energy or delta G.
 Relate the sign of delta G to the spontaneity of the reaction.
Solutions
Essential Questions:
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What are the factors that affect the ability of one substance to dissolve in another?
How can the concentration of a solution be expressed
Student will be able to:
 Identify the types of solutions.
 Describe the solution process in terms of the interaction between solute and solvent.
 Distinguish between saturated, unsaturated and supersaturated solutions.
 Describe the factors that affect solubility and the rate at which the solute dissolves.
 Define molarity and calculate its value given the amount of solute in a given volume of solution.
 Apply the principles of stoichiometry to reactions that occur in solution.
 Define molality and calculate it value given the amount of solute dissolve in a given mass of
solute.
 Describe the colligative properties of a solution.
Reaction Kinetics
Essential Questions:
 How can the speed of a reaction be determined?
 What are the factors that affect the rate of a chemical reaction?
Students will be able to:
 Define a reaction mechanism.
 Interpret a reaction pathway using collision theory.
 Define activation energy.
 Draw and label energy diagrams showing the activation energy and the activated complex.
 Define the rate of reaction and describe how it can be determined.
 List and explain factors which affect the rate of reaction.
 Define a catalyst and describe how it can affect the rate of reaction.
 Explain the rate law for a chemical reaction.
 Determine the rate law for a chemical reaction given appropriate kinetics data.
 Discuss the relationship between the rate law and the reaction mechanism.
 Define the rate-determining step.
Chemical Equilibrium
Essential Questions:
 What is the nature of chemical equilibrium?
 How can a system at equilibrium be controlled?
 How can the position of equilibrium be expressed quantitatively?
Student will be able to:
 Note the reversibility of a chemical reaction.
 Define a system at equilibrium.
 Write the equilibrium expression for a given reaction.
 Explain the meaning of the equilibrium constant.
 Calculate the equilibrium constant for a reaction.
 Use the equilibrium constant to calculate the equilibrium concentrations.
 List the factors that disturb a system at equilibrium.
 Use Le Chatelier’s Principle to predict the shift in chemical equilibrium.
 Describe the equilibrium that exists in a saturated solution.
 Calculate the value of Ksp given the solubility of the compound or the molar solubility of the
compound given the Ksp.
 Use the Ksp value to predict if a precipitate will occur.
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Explain how a common ion affects the equilibrium in a saturated solution.
Acid- Base
Essential Questions:
 What are the characteristic properties of acids and bases?
 What do acids and bases do in chemical reactions?
 What characterizes the equilibria of acid and bases?
Students will be able to:
 List the general properties of acidic and basic solutions.
 Define acid and base according to the Arrhenius theory.
 Differentiate between strong and weak acids, as well as strong and weak bases.
 Define acid and base according to the Bronsted-Lowery theory.
 Label acid-base conjugate pairs.
 Predict the direction of a reaction based on relative strength.
 Define acid and base according to the Lewis theory.
 Describe the equilibrium that exists in a water solution.
 Define Kw and use it to determine the relationship between the hydrogen ions and hydroxide
ions in water.
 Define pH and pOH.
 Use pH or pOH to determine the hydrogen or hydroxide ion concentration.
 Describe the equilibrium that exists in a weak acid or base solution.
 Tell the meaning of the ionization constants, Ka or Kb.
 Calculate the Ka or Kb from the equilibrium concentrations.
 Describe a buffer solution.
 Write an equation that represents an acid-base reaction.
 Use titration data to determine the molarity of an acidic or basic solution.
Oxidation-Reduction
Essential Questions:
 What is the nature of a redox reaction?
 How can chemical energy be converted to electrical energy?
 How can electrical energy be used to produce a chemical reaction?
Students should be able to:
 Define oxidation, reduction, oxidizing agent and reducing agent.
 Assign oxidation state number to species in a chemical formula.
 Recognize a redox reaction by the change in the oxidation state numbers.
 Balance a redox equation using the half-reaction method.
 Relate chemical activity to the relative strength of oxidizing and reducing agents.
 Construct and label a diagram of a voltaic cell.
 Explain the operation of a voltaic cell and the purpose of each component.
 Calculate the net cell potential using standard reduction potentials.
 Construct and label a diagram of an electrolytic cell.
 Explain the operation of an electrolytic cell.
 Describe the process of electroplating.
IV.
STRATEGIES
Honors Chemistry curriculum is centered on the major concepts in chemistry. The development
of these concepts is accomplished through active student participation. The strategies that are used,
but not limited to, include the following:
V.
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Laboratory Investigations, that are used to:
 Make observations
 Collect and organize data
 Formulate knowledge
 Evaluate models
 Test hypothesis
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Problem Solving Activities
 Model building
 Cooperative group work
 Student discussion
 Group projects
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Teacher-Guided Instruction
 Questioning and discussion
 PowerPoint to introduce content
 Overhead transparencies
 Handouts
 Assignments
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Internet used to research topics
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Videodiscs
 Chemistry, Coronet Videodisc
 Chemistry at Work, Videodiscovery
 Cosmic Chemistry, Optical Data Corporation
 Physical Science, Optical Data Corporation
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Videos
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Chem Study
NOVA
The World of Chemistry: Annenberg Collection
EVALUATION
Assessment may include:
 Class work
 Laboratory investigations
 Class discussion
 Homework assignments
 Student Projects
 Exams/Tests/Quizzes
VI.
REQUIRED RESOURCES:
Textbook
Davis, Metcalf, Williams, and Castka, Modern Chemistry, Holt Rinehart and Winston, Texas 2002.
Laboratory Resources
There is no one standard lab manual for Honors Chemistry. Experiments are taken from a variety of
resources. The experiments are all hands-on activities which use both microscale and macroscale techniques.
Each lab is adapted to meet the class time schedule, and laboratory resources available. The following
resources are used as a basis for the laboratory experiments, and chemical demonstrations.
Bilash, Gross and Koob, A Demo A Day, Flinn Scientific, Inc. Illinois, 1995.
Cesa, Flinn Scienfitic Chem Topic Labs, Flinn Scientific, Inc. Illinois, 2004.
Holmquist and Volz, Chemistry with Computers, Vernier Software and Technology, Beaverton, OR, 2000.
Laboratory Experiments, Holt Rinehart and Winston, Texas 2002.
Prentice Hall Chemistry Laboratory Manual, Pearson Prentice Hall, Massachusetts, 2005.
Waterman, Small-Scale Chemistry Laboratory Manual, Prentice Hall, New Jersey, 2002.
VII.
CONTENT OUTLINE/SCOPE AND SEQUENCE
(Number of Weeks)
Nuclear Chemistry
The Nucleus
Radioactive Decay
Nuclear Radiation
Fusion and Fission
(1.5 weeks)
Introduction to Chemistry
Safety
Scientific Method
Units of Measurement
Uncertainty in Measurement
Conversion of Units
(1.5 weeks)
Atoms
Philosophical Ideas to Theories
The Structure of the Atom
Counting Atoms
(2 weeks)
Chemical Names and Formulas
(2 weeks)
Chemical Names
Chemical Formulas
Oxidation Numbers
Quantitative Aspects of Chemical Formulas
Determining Empirical and Molecular Formulas
Chemical Equations and Reactions
Describing Chemical Reactions
Writing Balanced Equations
(2 weeks)
Types of Chemical Reactions
Activity Series of Elements
Stoichiometry
(2 weeks)
The Quantitative Aspects of Chemical Equations
Stoichiometric Calculations and Theoretical Yield
Limiting Reactants
Percent Yield
Arrangement of Electrons in Atoms
Properties of Light
Emission Spectrum
Bohr Model of the Hydrogen Atom
Electrons as Waves
Quantum Mechanical Model of the Atom
Electron Configurations
(2 weeks)
Periodic Law
Development of the Periodic Table
Electron Structure and the Periodic Table
Atomic Radii
Ionization Energy
Ionic Radii
Electronegativity
(1.5 weeks)
Chemical Bonding
(2 weeks)
Covalent Bonding
Electronegativiy and Bond Polarity
Ionic Bonding and the Structure of Ionic Compounds
Lewis Structure for Molecules
Molecular Geometry: VSEPR Theory
Molecular Bonding
Metallic Bonding
Covalent Network Bonding
Physical Characteristics of Gases
Kinetic Molecular Theory
Gas Pressure
Boyle’s Law
Charles’s Law
The Law of Gay-Lussac
Combined Gas Law
Dalton’s Law of Partial Pressure
(2 weeks)
Molecular Composition of Gases
Avogadro’s Law
Molar Volume of a Gas
Ideal Gas Law
Stoichiometry of Gases
Graham’s Law of Effusion
(2 weeks)
Liquids and Solids
Liquids
Solids
(1.5 weeks)
Changes in State
Vapor Pressure
Phase Diagrams
Water
Reaction Energy
Heat and Temperature
Specific Heat
Calorimetry
Heat of Reaction and Formation
Hess’s Law
Entropy
Free Energy
(2 weeks)
Solutions
Types of Solutions
The Solution Process
Concentration of Solutions
Stoichiometry in Solution
Colligative Properties
(1.5 weeks)
Reaction Kinetics
The Reaction Process
Reaction Rate
Factors that Affect Rate
Rate Laws
(2 weeks)
Chemical Equilibrium
The Nature of Chemical Equilibrium
Predicting Equilibrium Shifts
Equilibrium Expression and Constant
Solubility Equilibrium
(2 weeks)
Acid-Base
Properties of Acids and Bases
Acid-Base Theories
Acid-Base Reactions
Strengths of Acids and Bases
Equilibrium of Acid and Bases, Ka and Kb
pH
Titration
(2 weeks)
Oxidation Reduction
(1.5 weeks)
Recognizing Redox
Balancing Redox Equations
Relative Strengths of Oxidizing Agents
Electrochemistry, Voltaic and Electrolytic Cells
Total Instructional Time
Midterms, Finals, Special Schedules
33 Weeks
3 Weeks