Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Time Frame
Unit
Standards
Evidence of Understanding
Describe how models explain experimental data and use models to
make predictions
Explain how the atomic model has changed over time as
technology improved including a description of the experiment JJ
Thompson used to discover the electron and the experiment done
by Ernest Rutherford to discover the nucleus
Explain the model of the atom developed by Thompson (Plum
Pudding Model)
Explain the model developed after the discovery of the nucleus
Describe what atomic emission spectra and atomic absorption
spectra are and how Bohr used atomic emission spectra to
develop the planetary model of the atom
Describe the planetary model of the atom
Define orbitals
Explain the quantum mechanical model of the atom (Schrödinger)
1st 9 weeks
Structure and
Properties of Matter
Explain how electrons move in the quantum mechanical model
Atomic Structure
Explain how electron location can be predicted in the quantum
mechanical model of the atom
Describe that atomic emission spectra and/or atomic absorption
spectra predict that electrons can exist at only specific energy
levels
Explain that atoms generatlly exist in the ground state
Define photon
Explain how an atom becomes excited
Describe that an atom must absorb a specific amount of energy to
become excited
Identify the relative energies of photons based on the frequency
Explain that an atom must absorb a specific amount of energy to
become excited
Identify the relative energies o photons based on the frequency
Explain that an excited atom is unstable and short-lived
Describe how an atom loses energy to move from an excited state
to the ground state
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Relate the energy of the photon released by an excited atom to the
energy levels
Identify that frequency of photons can be measured
Relate the energy released by an excited state atom to its atomic
emission spectrum
Identify that atomic absorption spectra and atomic emission
spectra are unique for each element
Describe why each element has unique atomic emission and
atomic absorption spectra using electron configurations
Identify that the quanutm mechanical model is the currently
accepted model of the atom
Define sublevels (s, p, d, f)
Relate energy levels to the shape and number of orbitals available
Draw the correct orbital diagrams for atoms in the first three
periods
Write correct electron configurations for atoms in the first three
periods in extended and noble gas notations
Explain that the chemical properties of elements result from their
valence electron arrangements
Define valence electrons and valence shells
Periodic Table
2nd 9 weeks
Intramolecular Chemical
Bonding
Show that the elements of a family/group have similar valence
electron arrangements
Write electron configurations from the position of the element on
the periodic table
Explain that the valence shell electron arrangement (as shown in
electron configurations) result in similar properties for elements in a
group/family
Identify trends in the periodic table for atomic radii, ionic radii, first
electron energy, electronegativity and state of matter at room
temperature
Explain that atoms bond with each other to become more stable
and relese energy in the process
Relate how the electron configurations determine how atoms
interact with each other
Define molecules, ionic lattices and covalent structures
Explain that substances have predictable properties based on
elements that make them up and the bonding that occurs
Define ionic and covalent bonds and polarity
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Use electronegativity to predict the type of bond (ionic, polar
covalent, nonpolar covalent) that will form
Explain how electronegativity and bond length affect the polarity of
the bond
Differentiate between ionic, covalent and metallic bonding
Discuss how metallic bonding influences the properties of metals
(conductivity, malleability, ductility)
Recognize that a single substance can contain different numbers
and types of bonds
Recognize that carbon has the ability to bond with other atoms
(hydrogen, oxygen, nitrogen, sulfur) to produce important
compounds (fuels, organic/life, polymers)
Predict the formula for ionic compounds made up of elements in
groups 1, 2, 17, hydrogen, oxygen and polyatomic ions
Write names for compounds that are both ionic or covalent
Representing Compounds
Name a compound using the appropriate Greek prefixes and
Roman numerals, as necessary
Use a variety of models (chemical formulas, Lewis structures, ball
and stick) to represent compounds
Use these models (chemical formulas, Lewis structures, ball and
stick) to predict properties of substances
Describe the information provided by different models of a
compound
Synthesize the information provided by a variety of models of a
compound to describe the properties of a substance
Draw correct Lewis structures for covalent compounds
Explain the components of VSEPR (valence shell electron
repulsion theory)
Use VSEPR to predict the shape and geometry of a covalent
compound containing hydrogen, carbon, nitrogen, oxygen,
phosphorus, sulfur and the halogens
Understand the difference between accuracy and precision
Understand and use the significant figure rules
Use scientific notation appropriately
Quantifying Matter
Perform an appropriate type of error analysis, when necessary
Understand and use the appropriate scale (macroscopic, cosmic,
submicroscopic) when making measurements
Identify that making measurements in the cosmic and
submicroscopic scales requires specialized instrumentation
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Explain that measuring mass can represent the number of particles
present in a sample
Explain that a sample of an element is really made up of the
isotopes of that element
Calcualte the average atomic mass of an element when given the
isotopes' masses and relative abundance
Define mole and Avogadro's number
Use the mole to convert between atomic and macroscopic levels
Recognize that the mass of one mole is equal to the formula mass
in grams
Use density, formula mass and Avogadro's number to convert
between moles, mass, volume and number of particles
Define plasma and Bose-Einstein condensate
Explain how plasmas form and how they become charged
Explain how Bose-Einstein condensates form
Phases of Matter
3rd 9 weeks
Intermolecular Chemical
Bonding
Recognize the relationship between plasmas and Bose-Einstein
condensates
Connect how the discovery of new substances/forms of
substances is demonstrated with this very specific example
(plasmas and Bose-Einstein condensates)
Recognize that intermolecular forces are much weaker than
intramolecular forces
Recognize that some intermolecular forces are stronger than
others
Describe how the composition, shape and polarity of the molecule
can help prdict the strength and type of intermolecular forces
Define and describe London dispersion forces, dipole-dipole forces
and hydrogen bonding
Compare and contrast the strength of London dispersion, dipoledipole and hdyrogen bonding forces
Know that London dispersion forces exist between all molecules
Know that dipole-dipole forces exist between polar molecules
Know that hydrogen bonding is a special case of dipole-dipole
forces that exists in molecules with highly electronegative atoms
(fluorine, nitrogen, oxygen)
Explain that the arrangement of atoms in a molecule determines
the strength of the bonds and/or intermolecular forces
Connect the arrangement of the atoms to the physical properties of
the substance
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Explain that a change of state occurs when the average kinetic
energy of the particles is enough to overcome the intermolecular
forces between the particles
Describe how the melting point and boiling point of a substance
depends on the intermolecular forces of the substance
Recognize that substances with strong intermolecular forces have
3D networks of ionic or covalent bonds
Recognize that substances with strong intermolecular forces will be
solids at room temperature and have high melting and boiling
points
Recall that nonpolar organic molecules are held together with
London dispersion forces
Recognize that extending the length of the chains in organic
molecules will generally increase interactions, therefore, increasing
London dispersion forces and melting and boiling points
Recognize that branching in organic molecules tends to reduce the
melting and boiling temperatures because it reduces the
interactions and, therefore, reduces the London dispersion forces
Define solubility and dissolve
Understand that solubility is related to intermolecular forces
between substances and within substances
Explain why substances have a greater solubility when dissolved in
a substance with similar intermolecular forces
Explain why substances with different intermolecular forces do not
dissolve in each other
Explain that all changes of state, and the temperatures at which
they occur, depend on the strength of intermolecular forces
Recognize that substances with 3D networks of ionic or covalent
bonds tend to have high melting and boiling points
Recognize that nonpolar substances with long chains will have
higher melting and boiling points because because of increased
London dispersion forces, however, branches will reduce these
and decrease the melting and boiling points of the substance
Explain why the polarity of water makes it a good solvent and how
it causes other substances to dissolve (ionic and covalent)
Differentiate between evaporation and boiling
Explain vapor pressure and the factors that influence it
(temperature, intermolecular forces, molecular vs. ionic)
Recognize that liquids boil at their vapor pressure when it matches
atmospheric pressure
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Define volatile and volailize and recognize that volatile substances
can often be detected by odor
Explain what happens at a particle level for water when it freezes
and how this afects its density
Classify chemical reactions, based on patterns, such as
oxidation/reduction, synthesis, decomposition, single replacement,
double replacement (which includes acid/base neutralization and
precipitation reactions) and combustion
Recognize that the combustion of organic molecules releases
energy that has societal and biological uses
Explain that precipitates form when two ionic aqueous solutions
mix because the newly formed bonds are stronger than the original
ion-dipole interactions of the ions in solution
Explain that reactions only occur when particles collide with
appropriate orientation and sufficient energy
Interactions of Matter
4th 9 weeks
Chemical Reactions
Explain that stable reactants require an input of energy (activation
energy) to make the reaction proceed and that the use of a catalyst
(like enzymes) usually reduces the activation energy
Describe that the rate of reaction indicates how successful the
collisions of reactant particles are, and that it can be altered by
manipulating the concentration of reactants, temperature or
pressure of gaseous reactants
Use collision theory to explain why reactions are more likely to
occur between particles in the liquid or gas phases
Recognize that potential energy is in the form of chemical energy
and kinetic energy is in the form of thermal energy
Use calorimetry to calculate changes in energy for a system
because total energy cannot be measured
Explain that the thermal energy of a system depends on the mass,
temperature and chemical composition, and that different materials
require different amounts of thermal energy to change their
temperatures
Use specific heat to calculate thermal energy change, temperature
or the mass of the material
Recognize the importance of water's high specific heat capacity
Explain that chemical reactions involve valence electrons breaking,
rearranging and reforming bonds to form more stable products
Recognize that breaking and reforming bonds requires the addition
or the release of energy
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Explain that exothermic reactions occur when the products are
more stable than the reactants and energy is released while
endothermic reactions require the addition of energy to break more
stable bonds of the reactants and form weaker bonds in the
products
Use bond energies to predict whether the reactions will be
endothermic or exothermic and draw the corresponding graph
representing the activation energy for the reaction
Explain that reactions are reversible (to some degree) and can
establish a dynamic equilibrium because the rate of the forward
reaction is equal to the rate of the reverse reaction which can be
shown graphically
Recognize that rections which release a large amount of energy
and appear to proceed in one direction will not likely work in
reverse
Explain and use Le Chatelier's Principle (concentration,
temperature, removing/adding products/reactants, pressure of
gases)
Explain that acids result when hydrogen is bound to an
electronegative element and is released in aqueous solutions to
form the hydronium ion such that the acidity of a solution is
described by the pH (negative logarithm of the hydronium ion
concentration)
Explain that bases will dissociate in water to form the hydroxide ion
Gas Laws
3rd 9 weeks
Stoichiometry
Write and balance neutralization reactions that result from the
reaction of an acid and base to form a salt and water
Use the kinetic molecular theory to explain the properties of gases
(pressure, Kelvin temperature and volume) through motion and
particle interactions
Quantify and describe two (pressure, Kelvin temperature, volume)
of the gas properties when one is constant
Explain that the Kelvin temperature can be extrapolated back to
absolute zero where the gas will have no volume and all motion
stops
Explain Avogadro's law and that it allows calculation using the ideal
gas law
Use a chemical reaction to convert the amount of one substance
into another
Recognize that the coefficients of the balanced equation shows the
relationship that can be used to calculate both moles and particles
Convert from moles of a substance into mass, volume of a gas,
volume of a solution or number of particles
Use molarity as a conversion factor where appropriate
Chemistry Curriculum Map: Learning Goals and Recommended Time of Instruction
October 1, 2014
Calcualte percent and theoretical yields
Explain the concept of limiting reactants
4th 9 weeks
Nuclear Reactions
Radioactive deay releases radiation (alpha, beta, gamma, positron)
with specific properties (mass, charge, ionizing potential,
penetration)
Recognize that beta decay is the result of the decay of a neutron,
and positron decay is the result of the decay of a proton
Write balanced nuclear decay equations
Explain that fission and fusion are nuclear decays that result in
large energy changes that can be controlled as a source of energy
production