Chemistry Updated 2012
Strand: Matter Properties and Change
Essential Standard:
Chm.1.1 Analyze the structure of atoms and ions.
Duration: 12 days
Clarifying Objective:
Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions.
Chm.1.1.2 Analyze an atom in terms of the location of electrons.
Chm.1.1.3 Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model.
Chm.1.1.4 Explain the process of radioactive decay using nuclear equations and half-life.
Unpacking:
Chm.1.1.1
• Characterize protons, neutrons, electrons by location, relative charge, relative mass (p=1, n=1, e=1/2000).
• Use symbols: A= mass number, Z=atomic number
• Use notation for writing isotope symbols: or U-235
• Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons.
• Differentiate average atomic mass of an element from the actual isotopic mass and mass number of specific
isotopes. (Use example calculations to determine average atomic mass of atoms from relative abundance and
actual isotopic mass to develop understanding).
Chm.1.1.2
• Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in
the emission spectrum.
• Describe the electron cloud of the atom in terms of a probability model.
• Relate the electron configurations of atoms to the Bohr and electron cloud models.
Chm.1.1.3
• Understand that energy exists in discrete units called quanta.
• Describe the concepts of excited and ground state of electrons in the atom:
1. When an electron gains an amount of energy equivalent to the energy difference, it moves from its ground state
to a higher energy level.
2. When the electron moves to a lower energy level, it releases an amount of energy equal to the energy
difference in these levels as electromagnetic radiation (emissions spectrum).
Chemistry Updated 2012
• Articulate that this electromagnetic radiation is given off as photons.
• Understand the inverse relationship between wavelength and frequency, and the direct relationship between
energy and frequency.
• Use the “Bohr Model for Hydrogen Atom” and “Electromagnetic Spectrum” diagrams from the Reference Tables
to relate color, frequency, and wavelength of the light emitted to the energy of the photon.
• Explain that Niels Bohr produced a model of the hydrogen atom based on experimental observations. This
model indicated that:
1. an electron circles the nucleus only in fixed energy ranges called orbits;
2. an electron can neither gain or lose energy inside this orbit, but could move up or down to another orbit;
3. that the lowest energy orbit is closest to the nucleus.
• Describe the wave/particle duality of electrons.
Chm.1.1.4
• Use the symbols for and distinguish between alpha ( 24He), and beta ( -10e) nuclear particles, and gamma (γ)
radiation include relative mass).
• Use shorthand notation of particles involved in nuclear equations to balance and solve for unknowns.
• Compare the penetrating ability of alpha, beta, and gamma radiation.
• Conceptually describe nuclear decay, including:
1. Decay as a random event, independent of other energy influences
2. Using symbols to represent simple balanced decay equations
3. Half-life (including simple calculations)
• Compare radioactive decay with fission and fusion.
Essential Vocabulary: Protons, electrons, neutrons, isotopes, Atomic number, Mass number, chemical symbol,
average atomic mass, relative abundance, ions, Bohr model, electron cloud, electron configuration, quanta,
excited/ground state, electromagnetic radiation, wavelength, frequency, energy, wave-particle duality, alpha, beta,
gamma, fission, fusion, nuclear decay, half-life.
Learning Target/Essential Questions:
 I can calculate and determine the location of protons, neutrons, and electrons using information from the
periodic table.
 I can write Hyphen notation and nuclear symbol notation of an isotope and calculate protons, neutrons, and
Chemistry Updated 2012











electrons.
I can use real world data to identify the average atomic mass of any given isotope.
I can use the Line Emission spectrum for the Hydrogen atom to calculate wavelength.
I can use the electron cloud model to determine the probable location of an electron.
I can correctly write the electron configuration and orbital notation for any given element.
I can justify absorption and emission of an electron based off its movement between energy levels.
I can relate wavelength, frequency, and the energy of an electron based off the color emitted in the excited
state.
I can analyze and create the Bohr model of any given element.
I can use nuclear symbols to represent the types of decay in nuclear equations.
I can contrast nuclear decay in terms of penetrating ability.
I can calculate the half life of any isotope.
I can compare and contrast fission and fusion diagrams.
Activities and Labs:
Atom Builder Gizmo
M&M lab
Half-Life lab
Electron configuration gizmo
Flame test lab
Electron configuration Bingo
Formative Assessment
Mimio quiz
Element Symbol quiz
Summative Assessment
Project Assessment
M&M lab report
Nuclear Project
Flame test lab report
Chapt.2-3 Test
Chapt.4-5 Test
Literature Resources: Ebooks on nuclear material, Online journals of past/current events topics
Technology Resources: Chapt.2-3, Chapt.4-5, Chapt.22 PowerPoint’s, Mimio, Document camera, Projector,
Laptops
Integration w/ Common Core:
Chemistry Updated 2012
Create equations that describe numbers or relationships (Algebra: Creating Equations A-CED)
 Create equations and inequalities in one variable and use them to solve problems.
 Include equations arising from linear and quadratic functions, and simple rational and exponential
functions.
 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
For example, rearrange Ohm’s law V =IR to highlight resistance R.
Chemistry Updated 2012
Strand: Matter Properties and Change
Duration: 14 days
Essential Standard:
Chm.1.2 Understand the bonding that occurs in simple compounds in terms of bond type, strength, and
properties.
Clarifying Objective:
Chm.1.2.1
Compare (qualitatively) the relative strengths of ionic, covalent, and metallic bonds.
Chm.1.2.2
Infer the type of bond and chemical formula formed between atoms.
Chm.1.2.3
Compare inter- and intra- particle forces.
Chm.1.2.4
Interpret the name and formula of compounds using IUPAC convention.
Chm.1.2.5
Compare the properties of ionic, covalent, metallic, and network compounds.
Unpacking:
Chm.1.2.1
• Describe metallic bonds: “metal ions plus ‘sea’ of mobile electrons”.
• Describe how ions are formed and which arrangements are stable (filled d-level, or half-filled d-level).
• Appropriately use the term cation as a positively charged ion and anion as negatively charged ion.
• Predict ionic charges for representative elements based on valence electrons.
• Apply the concept that sharing electrons form a covalent compound that is a stable (inert gas) arrangement.
• Draw Lewis (dot diagram) structures for simple compounds and diatomic elements indicating single, double or triple
bonds.
Chm.1.2.2
• Determine that a bond is predominately ionic by the location of the atoms on the Periodic Table (metals combined
with nonmetals) or when ΔEN > 1.7.
• Determine that a bond is predominately covalent by the location of the atoms on the Periodic Table (nonmetals
combined with nonmetals) or when ΔEN < 1.7.
• Predict chemical formulas of compounds using Lewis structures.
Chm.1.2.3
• Explain why intermolecular forces are weaker than ionic, covalent or metallic bonds
• Explain why hydrogen bonds are stronger than dipole-dipole forces which are stronger than dispersion forces
• Apply the relationship between bond energy and length of single, double, and triple bonds (conceptual, no
Chemistry Updated 2012
numbers).
• Describe intermolecular forces for molecular compounds.
 H-bond as attraction between molecules when H is bonded to O, N, or F. Dipole-dipole attractions between
polar molecules.
 London dispersion forces (electrons of one molecule attracted to nucleus of another molecule) – i.e. liquefied
inert gases.
 Relative strengths (H>dipole>London/van der Waals).
Chm.1.2.4
• Write binary compounds of two nonmetals: use Greek prefixes (di-, tri-, tetra-, …)
• Write binary compounds of metal/nonmetal*
• Write ternary compounds (polyatomic ions)*
• Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate, and ammonium.
• Know names and formulas for these common laboratory acids: HCl, HNO3, H2SO4, HC2H3O2, (CH3COOH)
*The Stock system is the correct IUPAC convention for inorganic nomenclature.
Chm.1.2.5
• Explain how ionic bonding in compounds determines their characteristics: high MP, high BP, brittle, and high
electrical conductivity either in molten state or in aqueous solution.
• Explain how covalent bonding in compounds determines their characteristics: low MP, low BP, poor electrical
conductivity, polar nature, etc.
• Explain how metallic bonding determines the characteristics of metals: high MP, high BP, high conductivity,
malleability, ductility, and luster.
• Apply Valence Shell Electron Pair Repulsion Theory (VSEPR) for these electron pair geometries and molecular
geometries, and bond angles - Electron pair - Molecular (bond angle); Linear framework – linear; Trigonal planar
framework– trigonal planar, bent; Tetrahedral framework– tetrahedral, trigonal pyramidal, bent; Bond angles (include
distorting effect of lone pair electrons – no specific angles, conceptually only)
• Describe bond polarity. Polar/nonpolar molecules (relate to symmetry) ; relate polarity to solubility—“like dissolves
like”
• Describe macromolecules and network solids: water (ice), graphite/diamond, polymers (PVC, nylon), proteins (hair,
DNA) intermolecular structure as a class of molecules with unique properties.
Chemistry Updated 2012
Essential Vocabulary: ionic bonds, covalent bonds, metallic bonds, intermolecular forces, intra-molecular forces,
chemical formula, Lewis dot diagrams, diatomic, cation, anion, single bond, double bond, triple bond,
electronegativity, hydrogen bonds, dipole-dipole, London Dispersion, bond energy, bond length, binary compound,
tertiary compound, polyatomic ion, melting point, boiling point, conductivity, VSEPR theory, bond polarity,
macromolecules, network solids
Learning Target/Essential Questions:
 I can classify a metallic bond as a “sea of electrons”
 I can write stable arrangements for ions based off their stability in the d-sublevel.
 I can deduce the ionic charges based off the number of the valence electrons and define it as a cation or
anion.
 I can draw a Lewis dot structure to demonstrate the sharing of electrons through a covalent bond.
 I can locate an ionic or covalent bond on the periodic table based on the difference in electronegativity.
 I can interpret a Lewis dot structure and write the chemical formula.
 I can compare and contrast all of the intermolecular forces such as hydrogen bonding, dipole-dipole, and
London dispersion forces.
 I can rank the types of bonding in order of strength.
 I can name compounds and categorize them according to their types of bonds.
 I can identify common laboratory acids.
 I can distinguish between ionic, covalent, and metallic bonding based off of their colligative properties (melting
point, boiling point).
 I can use the VSEPR theory to determine the shape and bond angles of a molecular structure.
 I can infer polarity based on the symmetry of a Lewis dot structure.
 I can identify network solids and macromolecules based their unique properties.
Activities and Labs:
Cornstarch and water demo
Molecular Model kits
Ionic/Covalent gizmo
Memory mimio on naming/forming compounds
Formative Assessment
Mimio quizzes
Summative Assessment
Chapt.6 test
Project Assessment
Chemistry Updated 2012
Chapt.7 test
Literature Resources:
Technology Resources: Chapt.6 and Chapt.7 PowerPoint, Mimio, Document camera, Projector, Lap tops
Integration w/ Common Core:
Interpret the structure of expressions (Algebra:Seeing Structure in Expressions)
Interpret expressions that represent a quantity in terms of its context.
Interpret parts of an expression, such as terms, factors, and coefficients.
Chemistry Updated 2012
Strand: Matter Properties and Change
Duration: 4 days
Essential Standard:
Chm.1.3 Understand the physical and chemical properties of atoms based on their position in the Periodic
Table.
Clarifying Objective:
Chm.1.3.1 Classify the components of a periodic table (period, group, metal, metalloid, nonmetal, transition).
Chm.1.3.2 Infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an element
based on its position on the Periodic Table.
Chm.1.3.3 Infer the atomic size, reactivity, electronegativity, and ionization energy of an element from its
position in the Periodic Table.
Unpacking:
Chm.1.3.1
Using the Periodic Table,
Groups (families)
• Identify groups as vertical columns on the periodic table.
• Know that main group elements in the same group have similar properties, the same number of valence electrons,
and the same oxidation number.
• Summarize that reactivity increases as you go down within a group for metals and decreases for nonmetals.
Periods
• Identify periods as horizontal rows on the periodic table.
Metals/Nonmetals/Metalloids
• Identify regions of the periodic table where metals, nonmetals, and metalloids are located.
• Classify elements as metals/nonmetals/metalloids based on location.
Representative elements (main group) and transition elements
• Identify representative (main group) elements as A groups or as groups 1, 2, 13-18.
• Identify alkali metals, alkaline earth metals, halogens, and noble gases based on location on periodic table.
• Identify transition elements as B groups or as groups 3-12.
Chm.1.3.2
Chemistry Updated 2012
Using the Periodic Table,
Atomic and ionic radii
• Define atomic radius and ionic radius.
• Know group and period general trends for atomic radius.
• Apply trends to arrange elements in order of increasing or decreasing atomic radius. Explain the reasoning behind the
trends.
• Compare cation and anion radius to neutral atom.
Metallic Character
• Compare the metallic character of elements.
• Use electron configuration and behavior to justify metallic character. (Metals tend to lose electrons in order to achieve
the stability of a filled octet.)
• Relate metallic character to ionization energy, electron affinity, and electronegativity.
Electron configurations/valence electrons/ionization energy/electronegativity
• Write electron configurations, including noble gas abbreviations (no exceptions to the general rules). Included here
are extended arrangements showing electrons in orbitals.
• Identify s, p, d, and f blocks on Periodic Table.
• Identify an element based on its electron configuration. (Students should be able to identify elements which follow the
general rules, not necessarily those which are exceptions.)
• Determine the number of valence electrons from electron configurations.
• Predict the number of electrons lost or gained and the oxidation number based on the electron configuration of an
atom.
• Define ionization energy and know group and period general trends for ionization energy. Explain the reasoning
behind the trend.
• Apply trends to arrange elements in order of increasing or decreasing ionization energy.
• Define electronegativity and know group and period general trends for electronegativity. Explain the reasoning behind
the trend.
• Apply trends to arrange elements in order of increasing or decreasing electronegativity.
Essential Vocabulary: groups, families, periodic table, periods, valence electrons, oxidation numbers, metals,
nonmetals, metalloids, family names, atomic/ionic radii, periodic trends, ionization energy, electron affinity,
electronegativity
Learning Target/Essential Questions:
Chemistry Updated 2012













I can compare and contrast groups and periods.
I can deduce that the number of valence electrons, properties, and oxidation numbers are directly related to the
group.
I can distinguish between reactivity of metals versus nonmetals.
I can locate and classify metals, nonmetals, and metalloids based on their location on the periodic table.
I can identify the main groups on the periodic table.
I can differentiate between atomic radius and ionic radius.
I can examine the trends and describe reasons for their existence.
I can conclude that metals lose electrons to become stable.
I can write the electron configurations based on Noble gas abbreviations.
I can locate the s, p, d and f blocks on the period table,
I can use the electron configurations to determine the number of valence electrons and oxidation numbers.
I can define ionization energy and draw the trend on the periodic table.
I can define electronegativity and draw the trend on the periodic table.
Activities and Labs:
Color/Label periodic trends
Label periodic table (sublevels, family name, trends)
Formative Assessment
Mimio quizzes
Summative Assessment
Chapt.4-5 test
Project Assessment
Literature Resources:
Technology Resources: Chapt.4-5 PowerPoint, Mimio, Document camera, Projector
Integration w/ Common Core:
Chemistry Updated 2012
English Language Arts-Reading Standards for Informational Text 6–12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Integration of Knowledge and Ideas
 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each account.
Chemistry Updated 2012
Strand: Energy: Conservation and Transfer
Duration: 15 days
Essential Standard:
Chm.2.1 Understand the relationship among pressure, temperature, volume, and phase.
Clarifying Objective:
Chm.2.1.1 Explain the energetic nature of phase changes.
Chm.2.1.2 Explain heating and cooling curves (heat of fusion, heat of vaporization, heat, melting point, and
boiling point).
Chm.2.1.3 Interpret the data presented in phase diagrams.
Chm.2.1.4 Infer simple calorimetric calculations based on the concepts of heat lost equals heat gained and
specific heat.
Chm.2.1.5 Explain the relationships between pressure, temperature, volume, and quantity of gas both
qualitative and quantitative.
Unpacking:
Chm.2.1.1
• Explain physical equilibrium: liquid water-water vapor. Vapor pressure depends on temperature and concentration of
particles in solution. (conceptual only – no calculations)
• Explain how the energy (kinetic and potential) of the particles of a substance changes when heated, cooled, or
changing phase.
• Identify pressure as well as temperature as a determining factor for phase of matter.
• Contrast heat and temperature, including temperature as a measure of average kinetic energy, and appropriately use
the units Joule, Celsius, and Kelvin.
Chm.2.1.2
Define and use the terms and/or symbols for: specific heat capacity, heat of fusion, heat of vaporization.
• Interpret the following:
 heating and cooling curves (noting both significance of plateaus and the physical states of each segment
Chemistry Updated 2012
 Phase diagrams for H2O and CO2,
• Complete calculations of: q=mCpΔT, q = mHf, and q = mHv using heating/cooling curve data.
• Explain phase change calculations in terms of heat absorbed or released (endothermic vs. exothermic processes).
Chm.2.1.3
• Draw phase diagrams of water and carbon dioxide (shows how sublimation occurs). Identify regions, phases and
phase changes using a phase diagram.
• Use phase diagrams to determine information such as (1) phase at a given temperature and pressure, (2) boiling
point or melting point at a given pressure, (3) triple point of a material.
Chm.2.1.4
• Recognize that, for a closed system, energy is neither lost nor gained only transferred between components of the
system.
• Complete calculations of: q=mCpΔT, q = mHf , q = mHv, and q lost= (-q gain) in water, including phase changes,
using laboratory data.
Chm.2.1.5
• Identify characteristics of ideal gases.
• Apply general gas solubility characteristics.
• Apply the following formulas and concepts of kinetic molecular theory.
1. 1 mole of any gas at STP=22.4 L
2. Ideal gas equation (PV=nRT), Combined gas law (P1V1/T1 = P2V2/T2) and applications holding one variable
constant: for PV=k, P1V1 = P2V2; for V/T=k, V1/T1= V2/T2; for P/T=k, P1/T1 = P2/T2. Note: Students should be able
to derive and use these gas laws, but are not necessarily expected to memorize their names.
3. Avogadro’s law (n/V=k), n1/V1 = n1/V2
4. Dalton’s law (Pt=P1+P2+P3 …)
5. Vapor pressure of water as a function of temperature (conceptually).
Essential Vocabulary: Pressure, temperature, volume, phase change, heating/cooling curve, heat of fusion, heat of
vaporization, heat, specific heat, equilibrium, kinetic/potential energy, endothermic, exothermic, triple point, ideal gases,
kinetic molecular theory
Learning Target/Essential Questions:
 I can explain heating/cooling curves.
 I can interpret a phase diagram.
Chemistry Updated 2012







I can calculate heat lost and heat gained.
I can describe the relationship between kinetic and potential energy.
I can relate pressure, temperature, volume, and quantity of a substance in the gas phase.
I can differentiate between heat and temperature.
I can distinguish between a water phase diagram and a carbon dioxide phase diagram.
I can solve for heat during melting/boiling using Q=mHf or Q=mHv.
I can manipulate Boyle’s, Charles’s, Gay-Lussac’s, Avogadro’s, Combined Gas, and Ideal gas law to solve for
the appropriate variables.
 I can deduce that as temperature increases, gases become less soluble.
Activities and Labs:
Phase change gizmo
Ice cream lab
Boyle’s and Charles’s Law gizmo
Formative Assessment
Mimio quizzes
Summative Assessment
Chapt.12 and Unit 6 test
Chapt.10 and 11 Test
Project Assessment
Literature Resources:
Technology Resources: Chapt.10-11, Chapt.12/Unit 6 PowerPoint, Mimio, Document camera, Projector
Integration w/ Common Core:
Equations that describe numbers or relationships (Algebra: Creating Equations)
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
 For example, rearrange Ohm’s law V =IR to highlight resistance R.
Chemistry Updated 2012
Reading standards for Informational text (English Language Arts: Grades 6-12 )
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
Chemistry Updated 2012
Strand: Energy: Conservation and Transfer
Duration: 18 days
Essential Standard:
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objective:
Chm.2.2.1 Explain the energy content of a chemical reaction.
Chm.2.2.2 Analyze the evidence of chemical change.
Chm.2.2.3 Analyze the law of conservation of matter and how it applies to various types of chemical equations
(synthesis, decomposition, single replacement, double replacement, and combustion).
Chm.2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction.
Chm.2.2.5 Analyze quantitatively the composition of a substance (empirical formula, molecular formula,
percent composition, and hydrates).
Unpacking:
Chm.2.2.1
• Explain collision theory – molecules must collide in order to react, and they must collide in the correct or appropriate
orientation and with sufficient energy to equal or exceed the activation energy.
• Interpret potential energy diagrams for endothermic and exothermic reactions including reactants, products, and
activated complex.
Chm.2.2.2
Students should be able to determine if a chemical reaction has occurred based on the following criteria:
• Precipitate formation (tie to solubility rules)
• Product testing - Know the tests for some common products such as oxygen, water, hydrogen and carbon dioxide:
burning splint for oxygen, hydrogen or carbon dioxide, and lime water for carbon dioxide. Include knowledge and
application of appropriate safety precautions.
• Color Change – Distinguish between color change as a result of chemical reaction, and a change in color intensity as
Chemistry Updated 2012
a result of dilution.
• Temperature change – Tie to endothermic/exothermic reaction. Express ΔH as (+) for endothermic and (–) for
exothermic.
Chm.2.2.3
• Write and balance chemical equations predicting product(s) in a reaction using the reference tables.
• Identify acid-base neutralization as double replacement.
• Write and balance ionic equations.
• Write and balance net ionic equations for double replacement reactions.
• Recognize that hydrocarbons (C,H molecule) and other molecules containing C, H, and O burn completely in oxygen
to produce CO2 and water vapor.
• Use reference table rules to predict products for all types of reactions to show the conservation of mass.
• Use activity series to predict whether a single replacement reaction will take place.
• Use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs.
Chm.2.2.4
• Interpret coefficients of a balanced equation as mole ratios.
• Use mole ratios from the balanced equation to calculate the quantity of one substance in a reaction given the quantity
of another substance in the reaction. (given moles, particles, mass, or volume and ending with moles, particles, mass,
or volume of the desired substance)
Chm.2.2.5
• Calculate empirical formula from mass or percent using experimental data.
• Calculate molecular formula from empirical formula using molecular weight.
• Determine percentage composition by mass of a given compound.
• Perform calculations based on percent composition.
• Determine the composition of hydrates using experimental data.
Essential Vocabulary: chemical reaction, chemical change, law of conservation of matter, synthesis, decomposition,
double displacement, single displacement, combustion, stoichiometry, empirical formula, molecular formula, percent
composition, hydrates, activated complex, neutralization, ionic equation, net ionic equation, hydrocarbons, coefficient,
enthalpy
Learning Target/Essential Questions:
Chemistry Updated 2012








I can deduce that in order for a reaction to occur, the molecules must collide and must collide effectively.
I can differentiate and label a potential energy diagram for an exothermic and endothermic reaction.
I can determine if a precipitate has formed as result of a chemical reaction.
I can determine if oxygen, water, carbon dioxide, or hydrogen gas has been produced.
I can identify color change as an indication of a chemical reaction.
I can relate positive enthalpy to an endothermic reaction.
I can relate negative enthalpy to an exothermic reaction.
I can evaluate the products of a chemical reaction and balance the equation according to the law of
conservation of mass.
 I can classify a double displacement reaction as an acid/base neutralization reaction.
 I can write the ionic and net ionic equation from a balanced molecular equation.
 I can identify a hydrocarbon reactant as a precursor to a combustion equation.
 I can analyze the activity series to predict single replacement reactions.
 I can use the reference sheets to determine if a substance will be a precipitate.
 I can use the reference sheets to determine the products of a reaction.
 I can balance equations using coefficients.
 I can use the coefficients in stoichiometric calculations.
 I can determine the molecular formula based on the empirical formula.
 I can determine percent composition by mass of any element in a compound.
 I can verify the amount of water present in a hydrate.
Activities and Labs:
Bubble gum Lab
Copper lab
Gum drop balancing activity
Stoichiometry gizmo
Balancing Equations gizmo
Types of Reactions gizmo
Formative Assessment
Summative Assessment
Project Assessment
Mimio quizzes
Chapt.7 test
Chapt.8 test
Chapt.9 test
Chapt.13-14 test
Chemistry Updated 2012
Literature Resources:
Technology Resources: Chapt.7, Chapt.8, Chapt.9, Chapt.13-14 PowerPoint’s, Mimio, Document camera, Projector
Integration w/ Common Core:
Equations that describe numbers or relationships (Algebra: Creating Equations)
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
 For example, rearrange Ohm’s law V =IR to highlight resistance R.
Interpret the structure of expressions (Algebra:Seeing Structure in Expressions)
Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms,
factors, and coefficients.
English Language Learners: Reading Standards for Informational Text 6–12
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Chemistry Updated 2012
Strand: Interaction of Energy and Matter
Duration: 8 days
Essential Standard:
Chm.3.1 Understand the factors affecting rate of reaction and chemical equilibrium.
Clarifying Objective:
Chm.3.1.1 Explain the factors that affect the rate of a reaction (temperature, concentration, particle size and
presence of a catalyst).
Chm.3.1.2 Explain the conditions of a system at equilibrium.
Chm.3.1.3 Infer the shift in equilibrium when a stress is applied to a chemical system (Le Chatelier’s Principle).
Unpacking:
Chm.3.1.1
• Understand qualitatively that reaction rate is proportional to number of effective collisions.
• Explain that nature of reactants can refer to their complexity and the number of bonds that must be broken and
reformed in the course of reaction.
• Explain how temperature (kinetic energy), concentration, and/or pressure affect the number of collisions.
• Explain how increased surface area increases number of collisions.
• Explain how a catalyst lowers the activation energy, so that at a given temperature, more molecules will have energy
equal to or greater than the activation energy.
Chm.3.1.2
• Define chemical equilibrium for reversible reactions.
• Distinguish between equal rates and equal concentrations.
• Explain equilibrium expressions for a given reaction.
• Evaluate equilibrium constants as a measure of the extent that the reaction proceeds to completion.
• Determine the effects of stresses on systems at equilibrium. (Adding/ removing a reactant or product;
Chemistry Updated 2012
adding/removing heat; increasing/decreasing pressure)
• Relate the shift that occurs in terms of the order/disorder of the system.
Essential Vocabulary: concentration, catalyst, equilibrium, Le Chatelier’s principle, surface area, reversible reactions,
equilibrium constant, entropy
Learning Target/Essential Questions:
 I can verify that reaction rate is directly related to the number of collisions.
 I can conclude that the nature of reactants influence the course of the reaction.
 I can explain how temperature, pressure, and concentration affects the rate of the reaction.
 I can deduce that increasing surface area increases the rate of the reaction.
 I can explain how a catalyst speeds up the reaction by lowering the activation energy by providing an alternate
pathway.
 I can define chemical equilibrium for a reversible reaction.
 I can distinguish between equal rates versus equal concentrations.
 I can write and evaluate an equilibrium expression.
 I can evaluate the stresses that affect the shifts in equilibrium.
 I can relate entropy to shifts in equilibrium.
Activities and Labs:
Elephant’s toothpaste demo
Formative Assessment
Summative Assessment
Project Assessment
Mimio quizzes
Chapt.12/Unit 6 test
Literature Resources:
Technology Resources: Chapt.12/Unit 6 PowerPoint, Mimio, Document camera, Projector
Integration w/ Common Core:
Equations that describe numbers or relationships (Algebra: Creating Equations)
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
Chemistry Updated 2012
 For example, rearrange Ohm’s law V =IR to highlight resistance R.
Write expressions in equivalent forms to solve problems
Use the properties of exponents to transform expressions for exponential functions.
 For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate
equivalent monthly interest rate if the annual rate is 15%.
English Language Learners: Reading Standards for Informational Text 6–12
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact
and develop over the course of the text.
Chemistry Updated 2012
Strand: Interaction of Energy and Matter
Essential Standard:
Chm.3.2 Understand solutions and the solution process.
Duration: 12 days
Clarifying Objective:
Chm.3.2.1 Classify substances using the hydronium and hydroxide concentrations.
Chm.3.2.2 Summarize the properties of acids and bases.
Chm.3.2.3 Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar ratio).
Chm.3.2.4 Summarize the properties of solutions.
Chm.3.2.5 Interpret solubility diagrams.
Chm.3.2.6 Explain the solution process.
Unpacking:
Chm.3.2.1
• Distinguish between acids and bases based on formula and chemical properties.
• Differentiate between concentration (molarity) and strength (degree of dissociation). No calculation involved.
• Use pH scale to identify acids and bases.
• Interpret pH scale in terms of the exponential nature of pH values in terms of concentrations.
• Relate the color of indicator to pH using pH ranges provided in a table.
• Compute pH, pOH, [H+], and [OH-].
Chm.3.2.2
Distinguish properties of acids and bases related to taste, touch, reaction with metals, electrical conductivity, and
identification with indicators such as litmus paper and phenolphthalein.
Chm.3.2.3
• Compute concentration (molarity) of solutions in moles per liter.
Chemistry Updated 2012
• Calculate molarity given mass of solute and volume of solution.
• Calculate mass of solute needed to create a solution of a given molarity and volume.
• Solve dilution problems: M1V1 = M2V2.
• Perform 1:1 titration calculations: MAVA = MBVB
• Determine the concentration of an acid or base using titration. Interpret titration curve for strong acid/strong base.
Chm.3.2.4
• Identify types of solutions (solid, liquid, gaseous, aqueous).
• Define solutions as homogeneous mixtures in a single phase.
• Distinguish between electrolytic and nonelectrolytic solutions.
• Summarize colligative properties (vapor pressure reduction, boiling point elevation, freezing point depression, and
osmotic pressure).
Chm.3.2.5
• Use graph of solubility vs. temperature to identify a substance based on solubility at a particular temperature.
• Use graph to relate the degree of saturation of solutions to temperature.
Chm.3.2.6
• Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction
between solute and solvent particles. A material is insoluble due to a lack of attraction between particles.
• Describe the energetics of the solution process as it occurs and the overall process as exothermic or endothermic.
• Explain solubility in terms of the nature of solute-solvent attraction, temperature and pressure (for gases).
Essential Vocabulary: Hydronium, hydroxide, acid, base, molarity, dilution, titration, solubility diagram, concentration,
pH, solution, colligative properties, saturated, unsaturated, supersaturated, solute, solvent
Learning Target/Essential Questions:
 I can identify an acid or base based on the chemical formula and properties.
 I can differentiate between concentration and strength of an acid or base.
 I can use the pH scale the properly identify an acid or base.
 I can justify the pH scale in terms of log based calculations and exponential equations.
 I can use appropriate indicators based off the ones provided in a table.
 I can compute pH, pOH, [H+], [OH-].
Chemistry Updated 2012
 I can calculate concentration/molarity in units of moles/liter.
 I can solve for different variables using the molarity equation.
 I can solve for various variables using the dilution equation and evaluate its usage in a titration.
 I can interpret a titration curve and determine an unknown concentration.
 I can determine types of solutions.
 I can define a solution as a homogenous mixture.
 I can distinguish between an electrolytic and nonelectrolytic solution.
 I can explain the definition and uses of colligative properties.
 I can read a solubility curve and use the information to relate the degree of saturation.
 I can discuss the attraction between particles between the solute and the solvent.
 I can describe how the energy determines the endothermic or exothermic nature of a solution.
 I can explain solubility in terms of temperature, pressure, and attractive forces.
Activities and Labs:
pH lab
Titration gizmo
Solubility and Temperature gizmo
Formative Assessment
Mimio quizzes
Practice problems
Summative Assessment
Chapt.13-14 Test
Chapt.15-16 Test
Project Assessment
Literature Resources:
Technology Resources: Chapt.13-14, Chapt.15-16 PowerPoint’s, Mimio, Document camera, Projector, Lap top
Integration w/ Common Core:
Equations that describe numbers or relationships (Algebra: Creating Equations)
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
 For example, rearrange Ohm’s law V =IR to highlight resistance R.
Chemistry Updated 2012
Solve equations and inequalities in one variable (Algebra-Reasoning with Equations and Inequalities)
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Represent and solve equations and inequalities graphically (Algebra- Reasoning with Equations and
Inequalities)
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane,
often forming a curve (which could be a line).
English Language Learners: Reading Standards for Informational Text 6–12
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact
and develop over the course of the text.