Chemistry Unit Plans
Science Curriculum
Unit
Chemistry
Clarifying Objective: 1.1.1
Weeks: 1
Days: 5 days
Essential Standard
Chm.1.1 Analyze the structure of atoms and ions.
Chemistry Unit Plans
Clarifying Objectives
Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions. (3 Days)
Chm.1.1.2. Analyze an atom in terms of the location of electrons.(2 Days)
Essential Questions
Knowledge/Skills
What is the structure of an atom?
Can you draw it?
Students know how to:
How does the structure of an atom
look like?
• 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.
Where can an electron, proton and
neutron be found in an atom?
Given # protons + # neutrons = A,
what is Z for a given atom?
What is the charge of…(a proton, a
neutron, an electron)?
What does… (235, 92) mean in this
isotope notation, :23592U ?
How can you use the information
about average atomic mass on the
periodic table to decide whether
13
6C is or isnot the most abundant
isotope of carbon?
Given a family of isotopes with the
actual isotopic mass and relative
abundance for each, calculate the
average atomic mass for the
isotope’s family.
• use notation for writing an isotope symbol, for example
235
92 U or U-235 or Uranium-235.
• identify isotopes using mass number and atomic
number and relate it to the 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).
• 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.
Vertical Alignment
6.P.2.1 Recognize that all matter is made up of atoms and atoms of
the same element are all alike, but are different from the atoms
of other elements.
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot
diagrams for atoms and ions of elements 1 through 18.
Chemistry Unit Plans
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of
an element based on its location in the Periodic Table.
Learning Progressions
How can a student successfully analyze the structure of atoms, isotopes, and ions?
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Draw the atomic diagram of an atom starting with a circle representing the nucleus
containing # protons (p+) and neutrons (n, zero charge). All of an atom’s mass is in
there. Next draw rings (call them shells) around the nucleus to represent energy levels
where electrons can be found. Fill up the shells following the Octet rule: Up to 2
electrons in first shell, up to 8 in second,8,18,18,32,32.
Calculate the atomic mass of the atom drawn above and emphasize the origin of it:
Protons + neutrons alone. Show them why the mass number of an isotope is a whole
number rather than a decimal number as shown for most elements on the periodic
table.
Write the name of the atom using both the isotope’s name (example: Oxygen-16)
and the isotope’s notation, 168O.
Have students draw the atomic diagram for an atom represented by its isotope’s
notation.
Have students draw atomic diagrams for each atom from hydrogen to…argon. They
need to name each isotope using the isotope’s name and the isotope’s notation or
symbol.
Have students draw atomic diagrams for each member of a family of isotopes: What
stays the same? What changes?
Charges:Draw the atomic diagram of a neutral atom. Add the # charge of protons (+)
and the number charge of electrons (-) = 0. Next eliminate the electrons from outer
shell and repeat calculation. Result = origin of positive charge. Call an atom with a
positive charge as “cation”. Repeat process by completing outer shell to its
corresponding maximum # electrons allowed in that particular layer. Result = Origin
of negative charge. Call each atom with a negative charge as “anion”.
Call the above charged atoms, ions. Tell students this only happens when atoms
combine to make new substances.
Make sure students understand charges as originated by the movements of electrons,
protons and neutrons are not involved at all and stay where they are, in the nucleus.
Have students draw atomic diagrams for each ion of a given set.
Have students write down the isotope notation and name for each ionic atomic
diagram of a given set.
Show students how to calculate average atomic mass of a given set of isotopes.
Make extra clear that the isotope with the most relative percent abundance has an
atomic mass that is the closer to the one shown on the periodic table for such element.
Assessments/Probes
Chemistry Unit Plans
Formative Assessment
Summative Assessment
Monitor and coach students
as they draw and name
atomic diagrams, work on
charges, and calculate
average atomic masses of
a given family of isotopes.
http://www.nysedregents.org/chemistry/
Click For Formative
Assessment 1
Iron Bar Formative
Assessment Probe.pdf
Salt Water Formative
Assessment Probe.pdf
Using the textbook’s assessments, test generators, the
internet…research each topic from the knowledge/skills section
above under the headline “atomic structure multiple choice test” –
as one example- and you can put together a test with valuable
items that are inquiry and critical thinking oriented.
Make sure to include items under different formats (multiple
choices, fill in the blank, scenarios, short answers…) that test
students’ understanding of concepts and applications like
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Turning the Dial Formative
Assessments Packaged6.pdf
What is a Hypothesis?
Formative Assessments
Packaged-7.pdf
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Where an electron…(proton, neutron) can be found in an
atom?
Given # protons + # neutrons = A, what is Z for a given
atom?
Given an atom notation, atomic diagram, what is the charge
of the atom?
What does (235, 92) mean in this isotope notation, 23592U?
How can you use the information about average atomic
mass on the periodic table to decide whether 136C is or
isnot the most abundant isotope of carbon?
Given a family of isotopes with the actual isotopic mass
and relative abundance for each, calculate the average
atomic mass for the isotope’s family.
Vocabulary
atomic structure, nucleus,
layers or shells, atomic mass, ion, cation, anion, atomic number
and isotope
Resources
Resource Folder\Presentational Files (Powerpoints)\Week 1 - Atomic Structure
Excellent interactive website to build your own atomic diagram:
http://www.classzone.com/books/earth_science/terc/content/investigations/es0501/es0501page04
.cfm
DPI resources addressing this objective:
http://www.ncpublicschools.org/docs/curriculum/science/units/high/chemistry/unit2.doc
Support information, diagrams about motion of electrons:
Chemistry Unit Plans
http://web.jjay.cuny.edu/~acarpi/NSC/3-atoms.htm
http://www.nclark.net/Atom
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 1.1.3
Week: 2
Days: 5 Days
Essential Standard
Chm.1.1 Analyze the structure of atoms and ions.
Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model.
Chemistry Unit Plans
Clarifying Objectives
Chm.1.1.3Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model.
Essential Questions
1.
How does an electron jump to the next energy
level?
-----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. What happens when an electron resumes
its ground state energy level?
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).
3. Why are there different colors of light
emitted from different elements?
Knowledge/Skills
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Describe the concepts of excited and
ground state of electrons in the atom:
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.
Vertical Alignment
6.P.1.2 Explain the relationship among visible light, the
electromagnetic spectrum, and sight.
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot
diagrams for atoms and ions of elements 1 through 18.
Learning Progressions
Students should have a good understanding of the ground state of electrons for each element
(Aufbau, Pauli, and Hund) and how to identify the energy level at ground state (electron
configuration). Explaining that the excitation of electrons requires energy and the relaxing of
electrons results in the release of energy via the emission of electromagnetic radiation (photons
of light). Understanding the inverse relationship of wavelength and frequency and the direct
relationship between energy and frequency can be demonstrated with calculations of problems
using C = Wavelength, X = Frequency. Using Bohr's model of hydrogen, demonstrate the
concept of orbits and explain that energy increases in each successive orbit, and lowers as it
orbits close to the nucleus.
Assessments/Probes
Chemistry Unit Plans
Formative Assessment
Summative Assessment
Boiling time and Temperature Formative
Assessments Packaged-7.pdf
http://www.nysedregents.org/chemistry/
Resource Folder\Chemistry Essential Standard
Probes\Chemistry-Week 2 or 3 F.A.P..doc
Vocabulary
quanta, photon, wavelength, frequency,
electromagnetic radiation
Bohr, spectrum, energy levels and orbital
Resources
Resource Folder\Presentational Files (Powerpoints)\Week 2 - Electron Configuration
Resource Folder\EOC Sets\EOCSet3 - Quantum Model of the Atom.doc
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 1.2.1
Week: 3
Days: 5 days
Essential Standard
Chm. 1.2.1: Understand the bonding that occurs in simple compounds interms of bond type,
strength, and properties.
Clarifying Objectives
Chm. 1.2.1: Compare (qualitatively) the relative strengths of ionic, covalent, and metallic bonds.
Essential Questions
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Draw the electronic
configurations for a neutral metal
atom and for a neutral nonmetal
atom, then draw the electronic
configurations for their ionic
versions respectively. Which
electronic configuration is more
Knowledge/Skills
Students should be able to:
• 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
Chemistry Unit Plans
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stable in each case? Why?
What is a cation? What is an
anion?
What is the valence shell of a
particular atom based on its
location on the periodic table?
What is the charge of a particular
atom based on its location on the
periodic table?
How are ionic bonds formed?
In an ionic compound, why is the
nonmetal atom negative?
In an ionic compound, why is the
metal atom positive?
How are covalent bonds formed?
Why are atoms sharing electrons
in a covalent bond?
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.
Vertical Alignment
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot
diagrams for atoms and ions of elements 1 through 18.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of
an element based on its location in the Periodic Table.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether
covalent, ionic or metallic, in a given substance.
Learning Progressions
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Review how a charge forms in an atom: Based on the outer shell of an atomic diagram
losing all the valence electrons to become positive (if a metal) or the atom gaining or
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adding enough electrons to complete the valence shell with eight electrons and to become
negative (if a nonmetal). For example, draw the atomic diagram for aluminum atom with
13 electrons total (neutral). Draw an arrow to the right of your aluminum atomic diagram
and draw another aluminum atomic diagram to the right of the arrow as a product, just
this time eliminate the valence shell of aluminum. On top of the arrow write “-3
electrons” indicating that aluminum lost three electrons to a non-shown nonmetal atom.
Do the protons and electrons math count on both aluminum atomic diagrams and show
that the aluminum on the left side is neutral and the one on the product side is +3 as
expected of aluminum metal. Aluminum +3 is more stable (full shell) than aluminum
neutral. Tell students to call Al+3 a “cation” or positive ion; that +3 is called an ionic
charge. Repeat the process using oxygen atomic diagram. On top of the arrow write “+2
electrons” indicating you are adding 2e to the oxygen on the left. On the right side of the
Chemistry Unit Plans
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arrow oxygen now has the valence shell completed with eight valence electrons and is
now more stable than when missing two electrons (neutral). Tell students that O-2 is
called an “anion” or negative ion; that -2 is called an ionic charge.
Using the same atomic diagrams for aluminum and oxygen it is easily demonstrated that
the charge an atom acquires is the same as the number of electrons involved in the
process of losing or gaining electrons!
ADDRESS MISCONCEPTION!: Negative charge (-) stem from adding electrons that
are negatives to the valence shell (and not a subtraction of something!), while a positive
charge (+) stem from losing electrons -and the valence shell- of the metal atom (as
opposed to adding something!).
Next, write the extended electronic configuration underneath each of the atomic diagrams
you used above (aluminum and oxygen). Write the electronic configuration below
aluminum neutral and aluminum positive, also below oxygen neutral and oxygen
negative. MAKE SURE students note the valence shell in each electronic configuration
and being able to follow you as you compare the valence shell electronic configuration of
aluminum neutral and aluminum cation (what is missing?). Do the same when comparing
oxygen neutral’s electronic configuration and oxygen anion’s (what is added?).
Ask students which electronic configuration from aluminum is more stable? Neutral
aluminum or the charged aluminum? Why? (Full or half full shells/electronic
configurations resemble noble gases electronic configurations. Metals acquire noble gas
configurations by losing electrons and nonmetals gain noble gas electronic configurations
by adding electrons).
Students should now feel comfortable with looking at the valence shell or electronic
configuration of a particular known element and decide whether it is a positively charged
atom or a negatively charged atom depending on whether the valence shell or electronic
configuration for the valence shell is missing or completed.
The Nature of an ionic bond (ionic compound). Start by drawing the atomic diagram of
sodium and the atomic diagram for chlorine. Draw an arrow and redraw both atomic
diagrams together but not touching each other, forming a product and showing the
charges as depicted below :
Chemistry Unit Plans
The product is
A positively charged sodium ion (left)
and a negatively charged chlorine ion
(right).
Na+Cl-
Another example using calcium atom and chloride ion: Draw the atomic diagram for neutral
calcium plus the atomic diagram for a neutral chlorine atom followed by an arrow Tell students
that calcium metal loses the valence shell (two electrons) and chlorine gains one electron to
complete its valence shell. Calcium needs to lose two electrons, not just one; therefore you have
to use chlorine on the left side. Draw the product on the right side as follows:
Notice that in the product, calcium is missing its fourth shell (valence shell) and each chloride
atom now has the outer shell with eight electrons each. Call the attention on the atoms being
together but not touching; they stay in very close proximity due to charge attraction between the
atoms. Notice that calcium is in the center and the arrangement is linear.
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Repeat the reactions above this time only using Lewis Dot notations (letters). Move the
dots from around the metal to over the nonmetals in the product. Make sure to show the
charges in the upper right corner of each letter.
At this point, provide a set of combination of metal plus nonmetal atoms for the students
to practice forming products (salts) through ionic bonds. Notice that the metal atom must
be in front –first- in the product or formula.
Chemistry Unit Plans
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Repeat the reactions above using the charged symbols. Example:
Al +3 plus Cl -1 The 3 becomes the subscript for the chloride ion and the 1 becomes
understood for aluminum, to form aluminum chloride: AlCl3
Same happens between O-2 and B+3 to form B2O3.
When using polyatomic ions, you have to use parenthesis. Example:
Mg+2 and OH-1 The 2 becomes the subscript for the hydroxide ion, but a set of parenthesis is
needed to indicate 2 of each the O and the H. The 1 becomes the understood subscript for
Mg. Once together, they form magnesium Hydroxide: Mg(OH)2.
Same happens between SO4-2 and Ti+4: The product is Ti2(SO4)4 but you have to simplify the
subscripts to become Ti(SO4)2.
 At this point, provide a set of polyatomic ions for the students to form ionic products.
 The Nature of a covalent bond (molecular compound): Start by drawing an atomic
diagram for neutral carbon and another for neutral hydrogen in the form of an
equation (C + H → ). Show the students the fact that when two nonmetal atoms
combined they do so by coming together to share electrons from the outer shell
(valence shell). Tell students that carbon has four electrons in outer shell and
hydrogen has only one. Carbon needs to gain four electrons to complete the valence
shell with 8 electrons according to the Octet Rule. Hydrogen needs only one electron
to complete the valence shell with two electrons. Carbon will have to get the extra
four electrons from hydrogen but hydrogen can only make available one electron.
Hydrogen has no problem with completing its valence shell by getting one electron
from carbon. Carbon will have to combine with four hydrogen atoms. Carbon and
hydrogen will complete each other valence shells by sharing electrons as shown in the
following product:
→
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Repeat the same explanation this time using oxygen and water. The product will look
like
Chemistry Unit Plans
→
Draw the unpaired electrons from valence shell of oxygen as
paired up. The atomic diagrams for the water molecule above shows those electrons as
paired up oriented in the space (tetrahedral) but is better to show these electrons together
as in
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At this point is good to give students several exercises to practice drawing covalent
bonds in the formation of molecular compounds.
Repeat the same two examples above ( C + H and O + H) this time using the Lewis
dot structures or letter symbols for each atom. The products as well as other example
products are shown below:
**Address misconceptions and prevent misunderstanding: Notice that lone pair electrons
already part of a Lewis dot symbol are not normally used for bonding but left unused in
the same place around the atom. That’s the case for N group, O group or column, and
fluorine family which all have lone pair electrons.
**Tell students that the final shared electronic arrangement in the product of covalent
bonds (molecular compounds) resembles the electronic arrangement of noble gases in the
sense that every atom now has the valence shell completed with eight electrons as
dictated by the Octet Rule (Hydrogen is an exception).
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Give students several exercises to practice formation of molecular compounds
through sharing electrons (covalent bonding).
In the case of compounds containing multiple bonds repeat the same explanation
as above using carbon and oxygen. The product is
Chemistry Unit Plans
2
Again, the oxygen atoms should show the lone pair electrons unused (absent in the
diagram above).
Another good example is taking two nitrogen atoms and combining them together to
form a triple bond. Each nitrogen atom will carry a lone pair electron.
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Give students several exercises to practice multiple bonds using Lewis dot
structures like formation of O2, P2, C2H2 and the ones below:
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The use of the Periodic Table to predict valence shells and charges
This is better achieved through an activity: Ask students to draw Lewis dot
symbols for each of the first 18 elements of the periodic table using a blank
periodic table as template. Once finished, students should be able to visualize the
trends and patterns per family or groups (showing the same valence shell per
column). Show the positive charge for every metal by looking at how many
electrons a particular metal atom loses (all electrons from valence shell). Show
the negative charge for a nonmetal atom by looking at how many electrons the
nonmetal atom needs to complete eight electrons in the valence shell. As with the
valence shell patterns, the groups or families also display the same charge.
Assessments/Probes
Formative Assessment
There are several formative assessments
embedded in the “Learning progression”
above as classwork and assignments.
Make sure students are getting the right
understanding and visuals (diagrams and
Lewis symbols) from those applications
or class exercises. Chapter assessments
from the textbook are a good source of
Summative Assessment
http://www.nysedregents.org/chemistry/
Use textbook assessments and other sources of
multiple choices and context problem items to assess
students through a test.
Chemistry Unit Plans
homework for the purpose of practice and
assessment of skills associated with
writing ionic and covalent compounds.
Is it a Solid? Formative Assessments
Packaged-2.pdf
Pennies Formative Assessments
Packaged.pdf
Vocabulary
ionic compounds, metallic compounds,
covalent compounds, single bonds, double
bonds, triple bonds
monoatomic, polyatomic, molecule, covalent,
valence electron, patterns, trends
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 3 - Bonding
Extraordinary power point delivering the same lessons depicted in this standard:
http://www.cottonchemistry.bizland.com/chapter9/Chapter%209%20Chemical%20Names%20an
d%20Formulas.ppt#387,14,Predicting Ionic Charges
Chemistry Unit Plans
Week 4 -- Spiral Back/Review/Exam
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 1.1.3
Week: 5
Days: 5 days
Essential Standard
Chm.1.3 Classify the components of the Periodic Table.
Explain the characteristics of the elements based on their position on the Periodic Table.
Clarifying Objectives
Chm.1.3.1 - Classify the components of a periodic table (period, group, metal, metalloid,
nonmetal, transition) using the Periodic Table, Groups (families)
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 on the Periodic Table
Essential Questions
1
W1. What can be determined about elements
that are located in the same vertical
column?
Knowledge/Skills
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2. What trends are able to be predicted by
utilizing the periodic table?
3. Why are there different colors of light
emitted from different elements?
4. Where are metals, non-metals,
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Identify groups as vertical columns on the
periodic table.
o Know that main group elements in
the same group have similar
properties, the same number of
valence electrons, and the same
oxidation number.
o Summarize that reactivity increases
as you go down within a group for
metals and decreases for nonmetals.
Periods
Chemistry Unit Plans
metalloids, halogens, noble gases, inner
transition metals, and outer transition
metals located?
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5. Can you explain the trends as it relates
to the electrons and the nucleus?
(Shielding, atomic radius, etc.)
6. When given two different elements, can
you differentiate the differences in physical
properties?
7. Can you write the correct electron
configuration of any element based on the
position of the element on the periodic
table?
o Identify periods as horizontal rows
on the periodic table.
Metals/Nonmetals/Metalloids
o Identify regions of the periodic
table where metals, nonmetals, and
metalloids are located.
o Classify elements as
metals/nonmetals/metalloids based
on location.
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Representative elements (main group) and
transition elements
o Identify representative (main group)
elements as A groups or as groups
1, 2, 13-18.
o Identify alkali metals, alkaline earth
metals, halogens, and noble gases
based on location on periodic table.
o Identify transition elements as B
groups or as groups 3-12.
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Infer the physical properties (atomic radius,
metallic and nonmetallic characteristics) of
an element based on its position on the
Periodic Table. Using the Periodic Table,
Atomic and ionic radii
o Define atomic radius and ionic
radius.
o Know group and period general
trends for atomic radius.
o Apply trends to arrange elements in
order of increasing or decreasing
atomic radius. Explain the
reasoning behind the trends.
o Compare cation and anion radius to
neutral atom.
Metallic Character
o Compare the metallic character of
elements.
o Use electron configuration and
behavior to justify metallic
character. (Metals tend to lose
8. Can you predict the oxidation number of
an element according to its position on the
periodic table?
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Chemistry Unit Plans
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electrons in order to achieve the
stability of a filled octet.)
o Relate metallic character to
ionization energy, electron affinity,
and electronegativity.
Electron configurations/valence
electrons/ionization
energy/electronegativity
o Write electron configurations,
including noble gas abbreviations
(no exceptions to the general rules).
Included here are extended
arrangements showing electrons in
orbitals.
o 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.
Infer the atomic size, reactivity,
electronegativity, and ionization energy of
an element from its position on the Periodic
Table
Define ionization energy and know group
and period general trends for ionization
energy.
Explain the reasoning behind the all trends.
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.
Chemistry Unit Plans
Vertical Alignment
6.P.2.1 Recognize that all matter is made up of atoms and atoms of
the same element are all alike, but are different from the atoms
of other elements.
PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot
diagrams for atoms and ions of elements 1 through 18.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of
an element based on its location in the Periodic Table.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether
covalent, ionic or metallic, in a given substance.
Learning Progressions
By properly introducing the Periodic table, students will be able to utilize the table as a tool to
predict bonding types, proper formulations of different compounds, nomenclature, and various
physical properties of the elements based solely on its position on the periodic table. Students
should label the periodic table with the following information:
Groups, families, charges, energy levels, orbital blocks, trends in electronegativity, ionic size,
ionic radius, reactivity, ionization energy, the alkali, alkaline earth metals, transition metals,
metalloids, halogens and noble gases. After discussing the layout of the periodic table, emphasis
should be placed on understanding the trends by comprehending the interaction of the nucleus
with the outer shell electrons. Factors like shielding, ionization energy and atomic radius
correlation, and octet rule should be reinforced to provide conceptual understanding of the trends
instead of merely memorizing the trends.
Assessments/Probes
Formative Assessment
Summative Assessment
Chemical Bonds Formative Assessments
Packaged-4.pdf
http://www.nysedregents.org/chemistry/
Is It Made of Molecules Formative
Assessments Packaged-10.pdf
Vocabulary
first ionization energy, second ionization
energy, electronegativity, octet rule, alkali
groups, families, Mendeleev, periodicity, ionic
radius, and orbitals
Chemistry Unit Plans
metals, alkaline metals, anion, atomic
radius, cation, electronegativity, halogens,
ion, ionization energy, metalloids, metals,
noble gases, periodic law, transition metals,
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 4 - Periodic Trends
Resource Folder\EOC Sets\EOCSet4-Periodic Trends.doc
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 1.2.5
Week: 6
Days: 5 Days
Essential Standard
Chm.1.2 Compare the properties of ionic, covalent, metallic, and network compounds.
Explain the characteristics of the elements based on their position on the Periodic Table.
Clarifying Objectives
Chm.1.2.5 Compare the properties of ionic, covalent, metallic, and network compounds.
Chm.1.2.3 Compare inter- and intra- particle forces.
Chm.1.2.4Interpret the name and formula of compounds using IUPAC convention.
Essential Questions
Knowledge/Skills
1.
What are characteristics of ionic bonding?
•
What are characteristics of covalent bonds?
What are the characteristics of metallic
bonding?
•
What is bond polarity?
W
What is VSEPR Theory?
Why do bond angles change when lone
pairs of electrons are present?
•
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.
Chemistry Unit Plans
•
What are the different molecular
geometrical shapes?
•
Can you rank the relative strength of the
different types of bonds including
Hydrogen bonds, dipole-dipole forces and
dispersion forces?
What are double and triple bonds?
What are the different intermolecular
forces in molecular compounds?
•
When are prefixes used to name
compounds?
•
Does the name of the metal always come first when
naming binary ionic compounds?
•
What is meant by the term polyatomic ion?
When must Roman Numerals be used when
writing ionic compounds?
•
•
What does the Roman Numeral signify?
How are charges assigned to Group I, II, and
Al?
How are charges assigned to the nonmetals?
Are charges important when naming covalent
compounds?
•
•
•
•
•
•
•
Describe bond polarity. Polar/nonpolar
molecules (relate to symmetry) ; relate
polarity to solubility—“like dissolves like”
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)
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 numbers).
Describe intermolecular forces for
molecular compounds.
H-bond as attraction between molecules
when H is bonded to O, N, or F. Dipoledipole 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).
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
Chemistry Unit Plans
•
common laboratory acids: HCl, HNO3,
H2SO4, HC2H3O2, (CH3COOH)
*The Stock system is the correct IUPAC
convention for inorganic nomenclature.
Vertical Alignment
PSc.2.2.2 Infer the type of chemical bond that occurs, whether
covalent, ionic or metallic, in a given substance.
PSc.2.2.3 Predict chemical formulas and names for simple compounds
based on knowledge of bond formation and naming
conventions.
Learning Progressions
This is a one day unit. The students will be introduced to bonding elements together and
discovering what type of bond is occurring. Based on the type of bonding that occurs,
different characteristics can be observed. Use different properties to have students deduce
what type of bond is present. Provide examples of element that combine and predict what
type of bonds will form.
Students should understand the repulsion that electrons have when forming bonds. This
repulsion causes different molecular shapes and is compounded when lone pairs of electrons
are involved. By discussing intermolecular forces, students can identify the reasons why
different compounds have different geometries.
Students will reinforce their knowledge of the Periodic Table by identifying the different
elements that will be involved in bonding. They should be able to identify charges of the
metals (Except Transition Metals) and the charges of the nonmetals based on their group
number. All ionic bonds must have an equal number of positive charges from the cation to
compliment the charges of the non-metals. Transition Metals must have a Roman Numeral
to assign the positive charge of the ion due to their variable valence numbers. Covalent
bonding uses prefixes with the exception of Mono- on the first nonmetal if singular.
Assessments/Probes
Formative Assessment
Summative Assessment
Resource Folder\Chemistry Essential
Standard Probes\Week 5 F.A. Probes
http://www.nysedregents.org/chemistry/
Chemistry Unit Plans
Vocabulary
covalent, ionic bond, metallic bond,
conductor, chemical formula, electron
dot structure, ionic bonds, ionic
compounds, metallic bonds, octet rule,
valence electron, bond dissociation
energy, diatomic molecule, covalent
compound, polar bond, unshared pair,
VSEPR theory, molecule, hydrogen
bond, intermolecular forces
polarity, malleability, ductility, melting point
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 5 - Nomenclature
Resource Folder\EOC Sets
Resource Folder\EOC Sets\EOCSet7.doc
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 2. 2.3
Week: 7
Days: 6 (One Week and One
Day)
Essential Standard
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objectives
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).
Chemistry Unit Plans
Essential Questions
Knowledge/Skills

What are the products of an acid-base
neutralization reaction?

What is water’s unique property due to
hydrogen bonding?

List and explain all of the common
symbols used in chemical equations.

What 2 quantities are always conserved
in every chemical reaction?

What is the law of conservation of
mass in terms of definite and multiple
proportions?

Write complete equations and balance
them from word equations.
Students know how to:
• 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.

What is used to identify whether a
substance is soluble or insoluble?

What are ions called that are not
directly involved in the reaction?

Take a word equation, write a skeleton
equation, balance it, identify solids and
aqueous solutions, write complete ionic
equation, cross out spectators and write
out the net ionic equation.

What are the indicators of a chemical
change?
Vertical Alignment
PSc.2.2.3 Predict chemical formulas and names for simple compoundsbased on knowledge of
bond formation and namingconventions.
PSc.2.2.4 Exemplify the Law of Conservation of mass by balancingchemical equations.
PSc.2.2.5 Classify types of reactions such as synthesis, decomposition,single replacement or
double replacement.
Chemistry Unit Plans
Learning Progressions
Monitor and coach students as they write and balance equations, as they work on classifying
types of reactions and write balanced net ionic equations.
 Be sure to pay close attention to students (to assure proper usage) as they use they
use their reference table to access the activity series to predict products for single
replacement reactions(ONLY) and as they review the solubility rules to
determine whether or not a precipitate will form based upon if a cmpd is soluble
or insoluble.
Assessments/Probes
Formative Assessment
Burning Paper\Burning Paper Formative
Assessment.pdf
Nails in a Jar
Cookie Crumbles Formative Assessments
Packaged-3.pdf
Ice Cubes in a bag Formative Assessments
Packaged.pdf
Lemonade Formative Assessments
Packaged-2.pdf
Mixing Water Formative Assessments
Packaged-5.pdf
The Rusty Nails Formative Assessments
Packaged-6.pdf
Resource Folder\Chemistry Essential
Standard Probes\Week 6 F.A. Probes
Summative Assessment
http://www.nysedregents.org/chemistry/
Using the textbook’s assessments, test generators,
the internet, research each topic from the
knowledge/skills section above under the headline
“Chemical Reactions multiple choice test”
–as one example- and you can put together a test
with valuable items that are inquiry and critical
thinking oriented.
Make sure to include items under different formats
(multiple choices, fill in the blank, scenarios, short
answers…) that test students’ understanding of
concepts and applications like:
 Balancing equations.
 Identifying types of Rxns.
 Writing skeleton equations based off of
nomenclature.
 Writing balanced net ionic equations
(identifying spectator ions).
 Indicators of a chemical change.
 Will a precipitate form or not.
Chemistry Unit Plans
Vocabulary
Avogadro’s number, empirical formula,
molar mass, molar volume, mole, percent
composition, representative particle, STP,
activity series, balanced equation, catalyst,
chemical equation, coefficients,
combination reaction, combustion reaction,
decomposition reaction, completes ionic equation,
spectator ion, single replacement reaction, skeleton
equation
Resources
Formative and Summative Assessment Tutorial:
www.studyisland.com
DPI resources addressing this objective:
www.ncpublicschools.org/accountability/.../sampleitems/6
Resource Folder\Presentational Files (PowerPoint’s)\Week 6 - Reactions
Resource Folder\EOC Sets\EOCSet6.doc
Week 8 – Spiral Back/Review/ Exam
Chemistry Unit Plans
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 2.2.4
Week: 9
Days: 4 (week 6 carried over by 1 day)
Essential Standard
Chm.2.2Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objectives
Chm.2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction.
Chemistry Unit Plans
Chm.2.2.5Analyze quantitatively the composition of a substance (empirical formula,
molecular formula, percent composition, and hydrates).
Essential Questions
Knowledge/Skills
What are molar ratios?

Can you change the subscripts within a
chemical compound or must you only
change coefficients?
Why do we assume we have 100 grams of
the compound in question?
Differentiate between empirical formula
and molecular formula.
What does part/whole times 100 mean in
terms of % composition?
How do you identify compounds with
hydrates?
Compare hydrate versus anhydrous ionic
compound.
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)
• 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.
1.
• Perform calculations based on percent
composition.
• Determine the composition of hydrates using
experimental data.
Vertical Alignment
Chem 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).
Learning Progressions
Students should understand that molar ratios are the equivalent to a recipe. There are a
Chemistry Unit Plans
known number of reactants that yield a known amount of product. The students should be
able to replace the number of moles with their equivalent volume (gas at STP), equivalent
weight via molar mass, and the number of particles (Avagadro’s Number) and vice versa.
Once students master the mole concept, they should be able to take that knowledge and
apply it to finding out theoretical yields. Differentiate the meaning of actual yield and
theoretical yield, and have them find out the “efficiency” of the reaction.
The learner can then grasp the concept of empirical formula by understanding percent
composition. Hydrates can be introduced after empirical formula when we talk about
anhydrous versus hydrate compounds.
Assessments/Probes
Formative Assessment
Summative Assessment
Resource Folder\Chemistry Essential
Standard Probes\Week 7 F.A. Probes
http://www.nysedregents.org/chemistry/
Vocabulary
actual yield, excess reagent, limiting
reagent, mole ratio, percent yield,
stoichiometry, theoretical yield
Strategy for vocabulary: Writing a recipe,
brochure.
Resources
www.studyisland.com
www.ncpublicschools.org/accountability/.../sampleitems/6
Lessons in action videos: Resource Folder\Presentational Files (PowerPoint’s)\Chemistry-Week
7.doc
Resource Folder\Presentational Files (PowerPoint’s)\Week 6-7 - The Mole Concept
Resource Folder\Labs From Scott Grumelot\Lab7Stoichiometry.doc
Resource Folder\EOC Sets\EOC Set 8 - Stoichiometry Problems.doc
Chemistry Unit Plans
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 2.2.1
Weeks: 10
Days: 5
Essential Standard
Chm.2.2 Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objectives
Chm.2.2.1 Explain the energy content of a chemical reaction.
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.
Essential Questions

Using a reaction coordinate
diagram for an exothermic reaction
explain each of the following
concepts and locate the concept in
the diagram:
a) energy of reactant(s) and
product(s),
b) activation energy,
c) activated complex,
d) transition state,
e) energy consumption (energy barrier
or activation energy),
f) energy production (excess heat),
g) and ground state energy (lower
energy level where the substance is
more stable).
 Answer the above questions for an
endothermic reaction coordinate
diagram.
 Calculate the heat necessary to
change 10 g of ice(s) at 0°C to 10 g
of water(l) at 0°C
Knowledge/Skills
Students know how to:
• 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.
• 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.
• Recognize that, for a closed system, energy is
neither lost nor gained only transferred between
Chemistry Unit Plans

Write thermochemical equations for
each of the following:
a) the vaporization of one mole of
chloromethane, CH3Cl(l)
b) ΔHo
c) vap = 21.5 kJ/mol
d)
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.
b) the solidification of one mole of
water.
The combustion of methane is an
exothermic process that releases
890.4 kJ of
f) energy.
e)
a) Write a balanced chemical equation
for this reaction and include the
g) enthalpy change as a term in the
equation.
Nitrogen gas reacts with oxygen
gas to produce dinitrogen monoxide
gas.
i) 2 N2(g) + O2(g) + 163.2 kJ → 2
N2O(g)
h)
j)
Is the reaction endothermic?
a) or exothermic? Explain.
Consider this equation for a reaction that
occurs in a catalytic converter of an
automobile.
2 CO(g) + 2 NO(g) → N2(g) + 2 CO2(g) +
746 kJ
a) How much energy is released per
mole of carbon dioxide gas
produced?
Vertical Alignment
PSc.2.1.2 Explain the phases of matter and the physical changes that
matter undergoes.
Chemistry Unit Plans
PSc.2.2.4 Exemplify the Law of Conservation of mass by balancing
chemical equations.
Chem 1.2.3 Compare inter- and intra- particle forces.
Chem. 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).
Chem. 2.2.4Analyze the stoichiometric relationships inherent in a chemical reaction.
Learning Progressions

Introduce this unit by explaining that a chemical reaction is incomplete without
showing the energy component associated with either reactants or products, chemical
reactions consume or produce energy.

Use the applet below or any other equivalent resource to explain the kinetic theory
of gas particles. Make sure you use appropriate concepts like particles travel in
straight lines at a constant speed only changed by changes in temperature, the
collisions between particles are elastic collisions (meaning the energy is not lost or
gained but stays constant if temperature is constant). In a liquid, the kinetic theory
applies much in the same way but particles move past each other. The kinetic theory
of particles in a solid material is minimum due to the particles being held together
through chemical bonds; only able to vibrate and rotate but not translational
movement (These are called degrees of freedom). Click on the applet below to
redirect your browser to the interactive or animated view.
Chemistry Unit Plans
The temperature of an ideal monatomicgas is a measure of the average kinetic energy of its
atoms. The size of helium atoms relative to their spacing is shown to scale under 1950
atmospheres of pressure. The atoms have a certain, average speed, slowed down here two
trillionfold from room temperature.

Introduce this unit by explaining that a chemical reaction is incomplete without
showing the energy component associated with either reactants or products, chemical
reactions consume or produce energy. The diagram below represents this concept
during a chemical reaction.

Explain that 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. Factors affecting the rate of collision are concentration, higher
temperature, stirring, and surface area of colliding molecules/particles.

Use the following reaction coordinate diagram for an exothermic reaction to
introduce and to explain the concepts of energy of reactant(s) and product(s),
activation energy, activated complex, transition state, energy consumption (energy
barrier or activation energy), energy production (excess heat), and ground state
energy (lower energy level where the substance is more stable).
Chemistry Unit Plans
Diagram of a catalytic reaction, showing the energy niveau depending on the reaction
coordinate. For a catalyzed reaction, the activation energy is lower.

Use the following reaction coordinate diagram for an endothermic reaction to
introduce and to explain the concepts of energy of reactant(s) and product(s),
activation energy, activated complex, transition state, energy consumption
(energy barrier or activation energy), energy production (excess heat), and
ground state energy (lower energy level where the substance is more stable).
Together, the products O2 and atomic O,
have a higher energy than the reactant O3
and energy must be added to the system for
this reaction. This is primarily due to the
very high energy (low stability) of the
oxygen atom that is produced. The oxygen
atom produced has a higher energy than
ground state oxygen.
Energy, either light or heat energy, added to
the ozone will cause one O-O bond to break.

Use the following diagram or its equivalent to explain the different physical changes
(phase changes) that occur in a material when submitted under different changes of
temperature and pressure.
This a phase diagram for water, showing all three phases. The lines
represent conditions of equilibrium between phases.
Chemistry Unit Plans
The blue lines represent conditions of equilibrium. For example, there is an equilibrium between
ice and liquid (melting and freezing) represented by the vertical blue line separating both areas.
This equilibrium is written as
The Triple point is the condition of temperature and pressure in at which all three phases exist
together at equilibrium. For water, this is 0.0099 °C and 0.006 atmospheres.

Law of conservation of matter
Chemistry Unit Plans

Heat transfers from higher energy matter to lower energy matter:
q= m Cp ∆T

Heat transfer during a phase change: ∆Hm ∆Hfreezing ∆Hvap ∆Hc
etc.
Assessments/Probes
Formative Assessment
Summative Assessment
Freezing Ice Formative Assessments
Packaged.pdf
http://www.nysedregents.org/chemistry/
Ice Cold Lemonade Formative
Assessments Packaged-3.pdf
Is it Melting? Formative Assessments
Packaged-9.pdf
Objects and Temp Formative Assessments
Packaged-7.pdf
The Mitten Problem Formative
Assessments Packaged-8.pdf
What’s in the Bubbles? Formative
Assessments Packaged-2.pdf
Ice Water Formative Assessments
Packaged-6.pdf
Vocabulary
endothermic process, enthalpy,
exothermic process, heat, heat capacity,
heat of combustion, heat of reaction,
Hess’s Law,
Law of Conservation of Mass, specific heat,
standard heat of formation, surroundings, system,
thermochemical equation, and thermochemistry
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 8 -- Heat
Resource Folder\EOC Sets\EOCSet9.doc
www.ncpublicschools.org/accountability/.../sampleitems/6
Chemistry Unit Plans
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 2.1.5 & 3.2.4
Week: 11
Days: 5
Essential Standard
Chm.2.2Analyze chemical reactions in terms of quantities, product formation, and energy.
Clarifying Objectives
Chm.2.1.5 Explain the relationships among pressure, temperature, volume, and quantity of gas,
both qualitative and quantitative.
Chm.3.2.4 Summarize the properties of solutions.
Essential Questions
Knowledge/Skills
What is STP? Name the units and equivalence
statements at STP.

W What are the relationships with gas solubility
and pressure and temperature?
Name the four gas laws that are used when one
variable is held constant.
What determines the R value we use in the
ideal gas law?
Identify characteristics of ideal gases.
• Apply general gas solubility characteristics.
• Apply the following formulas and concepts of kinetic
molecular theory.

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.




Ideal gas equation (PV=nRT)
Avogadro’s law (n/V=k), n1/V1 = n1/V2
Dalton’s law (Pt=P1+P2+P3 …)
Vapor pressure of water as a function of
temperature (conceptually).
Whose law says all the partial pressures must
add up to the total pressure?
Compare and contrast homogenous and
heterogeneous.
What is an electrolyte?
What are the different types of solutions?
Chemistry Unit Plans
Chem.3.2.4 Summarize the properties of solutions.
Explain the colligative properties.
• Identify types of solutions (solid, liquid, gaseous,
aqueous).
• Define solutions as homogeneous mixtures in a single
phase.
• Distinguish between electrolytic and non-electrolytic
solutions.
• Summarize colligative properties (vapor pressure
reduction, boiling point elevation, freezing point
depression, and osmotic pressure).
Vertical Alignment
6.P.2.3 Compare the physical properties of pure substances that are
independent of the amount of matter present including density,
melting point, boiling point, and solubility to properties that
are dependent on the amount of matter present to include
volume, mass and weight
PSc.2.1.3 Compare physical and chemical properties of various types
of matter.
Chem 2.2.4Analyze the stoichiometric relationships inherent in a chemical reaction.
Chem 2.1.3 Interpret the data presented in phase diagrams.
Learning Progressions
The gas laws are basic algebra word problems. Students should be able to identify which
variable is constant, and to identify conditions that are not at STP. Pressure units will determine
the R value we use in the Ideal Gas Law.
The introduction to solutions will allow the students to identify hetero/homogeneous solutions
and identify the colligative properties.
Assessments/Probes
Formative Assessment
Warming Water Formative Assessments
Packaged-7.pdf
Summative Assessment
http://www.nysedregents.org/chemistry/
Chemistry Unit Plans
Floating Balloon Formative Assessments
Packaged-4.pdf
Hot and Cold Balloons Formative
Assessments Packaged-5.pdf
Thermometer Formative Assessments
Packaged-3.pdf
Vocabulary
surfactant, suspension, surface tension,
Tyndall effect, weak electrolyte, Boyles
Law, Charles, Law, Combined Gas Law,
compressibility, Daltons Law of partial
pressure, diffusion, effusion, Gay-Lussacs
Law, Grahams law of effusion
aqueous solution, Brownian motion, colloid,
electrolyte, emulsion, hydrate, non-electrolyte,
solute, solvation, solvent, strong electrolyte, ideal
gas constant, ideal gas law, partial pressure
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 9 --The gas laws
*www.scilinks.org
www.ncpublicschools.org/accountability/.../sampleitems/6
www.delicious.com/kwcombs2010
search tags with chemistry
Chemistry Unit Plans
Week 12 – Spiral
back/Review/Exam
CCS
Science Curriculum
Unit
Clarifying Objective: 3.1.1, 3.2.6, 3.2.5.
Week: 13
Days: 5
Chemistry Unit Plans
Chemistry
Essential Standard
Chm.3.1Understand the factors affecting rate of reaction and chemical equilibrium.
Clarifying Objectives
Chm. 3.1.1 Explain the factors that affect the rate of a reaction (temperature, concentration,
particle size and presence of a catalyst).
Chm. 3.2.6 Explain the solution process.
Chm. 3.2.5 Interpret solubility diagrams.
Essential Questions
Knowledge/Skills

•
How does (increasing or decreasing)
the following factors affect the rate of a
chemical reaction?
-The nature of reactants
-Temperature
-Concentration
-Surface area
-Catalyst
-Pressure
• What causes a material to become
insoluble?
• Why are certain materials soluble?
• What occurs during the solution process?
Is the overall process endothermic or
exothermic? Explain.
• How can you identify substances using
their physical properties? Or their
solubility?
• Use the solubility to graph to analyze the
trend in solubility in gases and solids as
Temperature increases or/and decreases
•
•
•
•
•
•
•
•
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.
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).
Use graph of solubility vs. temperature to
identify a substance based on solubility at a
Chemistry Unit Plans
•
particular temperature.
Use graph to relate the degree of saturation of
solutions to temperature.
Vertical Alignment
Chem 2.2.1 Explain the energy content of a chemical reaction
Chem. 3.2.4 Summarize the properties of solutions
Learning Progressions
Assessments/Probes
Formative Assessment
Summative Assessment
Sugar Water Formative Assessment.pdf
http://www.nysedregents.org/chemistry/
Resource Folder\Chemistry Essential
Standard Probes\Week 10
Vocabulary
solubility, aqueous solution, Brownian
motion, colloid, electrolyte, emulsion,
hydrate, non-electrolyte, solute,
solvation, solvent, strong electrolyte, surfactant,
suspension, surface tension, Tyndall effect, weak
electrolyte, activation energy, catalyst, saturated
solutions, unsaturated solutions, super-saturated
solutions
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 10 and 11 and 13-- Solutions and
Equilibrium
www.studyisland.com
www.scilinks.org
www.ncpublicschools.org/accountability/.../sampleitems/6
www.delicious.com/kwcombs2010
search tags with chemistry
Chemistry Unit Plans
CCS
Science Curriculum
Unit
Chemistry
Clarifying Objective: 3.1.2 & 3.1.3
Week: 14
Days: 5
Essential Standard
3.1 Understand the factors affecting rate of reaction and chemical equilibrium.
Clarifying Objectives
3.1.2Explain the conditions of a system at equilibrium.
3.1.3 Infer the shift in equilibrium when a stress is applied to a chemical system.
Essential Questions
Explain what is meant by forward reaction and
reverse reactions.
What are the factors that affect
equilibrium?
What is meant by stresses on a reaction?
What happens if concentration of a reactant
is increased? Where would the shift favor?
Knowledge/Skills

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; adding/removing heat;
increasing/decreasing pressure)
Chemistry Unit Plans
• Relate the shift that occurs in terms of the
order/disorder of the system.
Vertical Alignment
Chem 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).
Chem 2.2.2 Analyze the evidence of chemical change.
Chem 2.1.3 Interpret the data presented in phase diagrams.
Chem 3.2.4 Summarize the properties of solutions.
Learning Progressions
Equilibrium is easily understood by visualizing a Newton’s Cradle. Explaining to the
learners that when a reaction takes place, the products can become reactants and reverse the
reaction. This happens until the system reaches equilibrium. Different stresses will favor
either products or reactants.
Assessments/Probes
Formative Assessment
Summative Assessment
Resource Folder\Chemistry Essential
Standard Probes\WEEK 11
http://www.nysedregents.org/chemistry/
Vocabulary
equilibrium, shift, forward reaction, reverse
reaction, and stressor
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 10 and 11 and 13-- Solutions and
Equilibrium
Chemistry Unit Plans
*www.scilinks.org
www.ncpublicschools.org/accountability/.../sampleitems/6
www.delicious.com/kwcombs2010
CCS
Science Curriculum
Unit
Chemistry
search tags with chemistry
Clarifying Objective: 3.1.2 & 3.1.3
Week: 15
Days: 5
Essential Standard
3.2 Understand solutions and the solution process.
Clarifying Objectives
3.2.1 Classify substances using the hydronium and hydroxide concentrations.
3.2.2 Summarize the properties of acids and bases.
Essential Questions
Knowledge/Skills
Chemistry Unit Plans
Contrast the properties of acids and bases.

What does the pH scale tell us?
Does a higher pH mean higher
concentration?
Does strength (high degree of dissociation)
and pH have a direct correlation?
What is a Hydronium ion?
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.
What is a Hydroxide ion?
What must the Hydronium Ion
concentration times the Hydroxide Ion
concentration be equal to?
Can you calculate pH of a given
concentration Acidic solution?
The pH plus the pOH must equal what?
• Relate the color of indicator to pH using pH
ranges provided in a table.
• Compute pH, pOH, [H+], and [OH-].
- 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.
Vertical Alignment
PSc.2.2.3 Predict chemical formulas and names for simple compounds
based on knowledge of bond formation and naming
conventions.
PSc.2.2.6 Summarize the characteristics and interactions of acids and
bases.
Chem 3.2.4 Summarize the properties of solutions.
Chem 3.2.6 Explain the solution process.
Learning Progressions
Acids and bases are a continuation of equilibrium. Acids plus bases must equal an ionic salt
plus water. A solution’s pH plus pOH must equal 14. The new standard does not
differentiate between Arrhenius, Lewis, and Bronsted-Lowery Acids. We will use the H+ as
the abbreviation for the Hydronium ion and OH- for the hydroxide ion.
Assessments/Probes
Chemistry Unit Plans
Formative Assessment
Summative Assessment
Resource Folder\Chemistry Essential
Standard Probes\Week 12 acids bases pH
http://www.nysedregents.org/chemistry/
Vocabulary
acid dissociation constant, acidic solution,
alkaline solution, amphoteric, base
dissociation constant, basic solution,
buffers, buffer capacity, conjugate acid,
conjugate acid-base pair, conjugate base,
diprotic acid, end point,
equivalence point, hydronium ion, ion-product
constant for water, Lewis acid, Lewis base,
monoprotic acids, neutral solution, neutralization,
reaction, pH, salt hydrolysis, self-ionization,
standard solution, strong acid, strong base,
titration, triprotic Acid, weak acid & base
Resources
Resource Folder\Presentational Files (PowerPoint’s)\Week 12 -- pH
*www.scilinks.org
www.ncpublicschools.org/accountability/.../sampleitems/6
www.delicious.com/kwcombs2010
CCS
Science Curriculum
Unit
Chemistry
search tags with chemistry
Clarifying Objective: 3.2.3
Week: 16
Days: 5
Essential Standard
Chm.3.2 Understand solutions and the solution process.
Chm.1.1 Analyze the structure of atoms and ions.
Clarifying Objectives
Chemistry Unit Plans
Chm.3.2.3Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1
molar ratio).
Chm.1.1.4 Explain the process of radioactive decay by the use of
nuclear equations and half-life.
Essential Questions




What is the molarity
in moles per liter of
solution of 5 grams
NaCl dissolved in
200 ml of solution?
How much Na2SO4
in grams is
dissolved in 28.56
ml of a 1.5 M
Na2SO4?
Knowledge/Skills
Students know how to:
•
Compute concentration (molarity) of solutions in moles per
liter.
•
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.
Which volume will
300 grams of a 0.5M •
Ca(OH)2 occupy?
•
How many
milliliters of a 4M
NaCl solution
should be dissolved
to prepare 75 ml of a
1M NaCl solution?

What is the
concentration of a
25 ml sample of
H2SO4 if it was
titrated with 54 ml
of 1.5M NaOH?

Complete nuclear
equations for each
type of nuclear
decay (or find out
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.
Chemistry Unit Plans
the mystery element
or particle)

In β+ decay, the
total number of
protons is
increased,
decreased, or
unchanged?

In αalpha decay, the
total number of
protons is
increased by 2,
decreased by 4,
decreased by 2,
unchanged?

In β- decay, the total
number of nucleons
is
increased by 1,
decreased by 1,
decreased by 2,
unchanged?

An atom that
undergoes electron
capture (beta
particle) emits a:
gamma ray,
positron, helium
nucleus, and
electron?

What type of
radioactive decay
does not change the
atomic number or
mass number of an
Chemistry Unit Plans
element?
A.
B.
C.
D.
electron capture
gamma ray
alpha decay
beta decay

If you have 200.0 g
of radioisotope with
a half-life of 5 days,
how much
isotopewould
remain after 15
days? 25 g.

Which fact is not
important when
drawing conclusions
from C–14 dating?

Living
organisms
exchange carbon
with the
atmosphere.

C–14 has a halflife of 5,730
years.

Dead organisms
do not exchange
carbon with the
atmosphere.

C–14 emits beta
particles.
Vertical Alignment
PSc.2.3.1 Compare nuclear reactions including; alpha decay, beta
decay and gamma decay; nuclear fusion and nuclear fission.
Chemistry Unit Plans
PSc.2.3.2 Exemplify the radioactive decay of unstable nuclei using the
concept of half-life.
Chem 2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction.
Chem 3.2.1 Classify substances using the hydronium and hydroxide concentrations.
Chem 3.2.2 Summarize the properties of acids and bases.
Learning Progressions




Molarity
Dilution, M1V1 = M2V2
Titration
Lab activity: Titration
 Show how to complete nuclear equations for the radioactive decay of
a) Alpha decay, 24He
b) Beta decay, -10e
c) Gamma decay, ooγ
Emphasize to the students that it is important for them to memorize each of the nuclear
particles’ symbols, charges, mass, and atomic numbers.
Assign several examples of nuclear equations for the students to complete. Example:
alpha decay → 24He+2 + 90134Th
138
U
92
Tell students that the nuclear equations are very simple IF completed by applying the law of
conservation of mass numbers and atomic numbers on both sides of the equation.

Compare the penetrating ability of alpha, beta, and gamma radiation.

Half-life and the use of carbon dating.

Compare radioactive decay with fission and fusion
Assessments/Probes
Formative Assessment
Summative Assessment
Resource Folder\Chemistry
Essential Standard
Probes\WEEK 13 Molarity
http://www.nysedregents.org/chemistry/
Review Links with all subject matter included:
Chemistry Unit Plans
Resource Folder\Chemistry
Essential Standard
Probes\WEEK 13 Nuclear
decay
http://www.iq.poquoson.org/2008vasol/eocchem/eocchem08.htm
http://www.iq.poquoson.org/2007vasol/eocchem/eocchem07.htm
http://www.iq.poquoson.org/2005vasol/eocchem/eocchem05.htm
Additional F.A. Questions:
 What is the molarity
in moles per liter of
solution of 5 grams
NaCl dissolved in
200 ml of solution?

How much Na2SO4
in grams is
dissolved in 28.56
ml of a 1.5 M
Na2SO4?

Which volume will
300 grams of a 0.5M
Ca(OH)2 occupy?

How many
milliliters of a 4M
NaCl solution
should be dissolved
to prepare 75 ml of a
1M NaCl solution?

What is the
concentration of a
25 ml sample of
H2SO4 if it was
titrated with 54 ml
of 1.5M NaOH?
http://www.iq.poquoson.org/2004vasol/eocchem/eocchem04.htm
http://www.iq.poquoson.org/2003vasol/eocchem/EOCchem03.ht
m
http://www.iq.poquoson.org/2002vasol/eocchem/EOCchem02.ht
m
Vocabulary
concentration, molarity,
dilution, titration, radiation,
radioactivity, radioisotopes,
transmutation &trans uranium
elements
Resources
alpha particle, beta particle, fission, fusion, gamma ray, Geiger
counter, half-life, ionizing radiation, positron, radiation
Chemistry Unit Plans
Resource Folder\Presentational Files (PowerPoint’s)\Week 14 --Nuclear Chemistry
Resource Folder\Presentational Files (PowerPoint’s)\Week 10 and 11 and 13-- Solutions and
Equilibrium
Resource Folder\Presentational Files (PowerPoint’s)\Week 15 and 16 -- Final Review
An excellent compilation of websites where you can find animated or interactive applets about
titration:
http://nrhs.nred.org/www/nred_nrhs/site/hosting/Resources4Science/ResourceSites/Titrationweb/
titrationmain.htm
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/30907.html?type=print
Discipline
Essential
Standard
Objective
Applicable
Chem Unit
Week 17/18 Review Spiral back Prep for students entering AP Chemistry the
following Year
 Final Exam
Chemistry Unit Plans
Information &
Technology
(CTE/ITE)
HS.SI.1
Evaluate resources needed to solve a given
problem.
1-3
HS.TT.1
Use technology and other resources for
assigned tasks.
HS.RP.1
Design project-based products that address
global problems.
HS.SE.1
Analyze issues and practices of responsible
behavior when using resources.
S.ID. 7
Interpret linear models.
1-3
A.CED.2
Create equations that describes numbers or
relationships.
2-3
N.Q.1
Reason quantitatively and use units to solve
problems.
2-3
1-3
3
3
Algebra 2
N.RN.2
Applying the laws of exponents using
numerical bases and integer exponents is in
8th grade CCSS. This is an extension of
applying the laws of exponents. At this level,
address these laws using rational exponents
focusing on using fractional exponents with a
1-3
S.ID.6
Summarize, represent, and interpret data on
two categorical and quantitative variables.
1-3
S.ID. 7
Interpret linear models.
1-3
A.CED. 2
Create equations that describe numbers or
relationships.
1-3
Chemistry Unit Plans
Reading Standards
for Literacy in
Science 6–12, page
62
A.REl.3
Solve equations and inequalities in one
variable.
1-3
A.REI.10
Represent and solve equations and inequalities
graphically.
1-3
A.REI.1
Understand solving equations as a process of
reasoning and explain the reasoning.
1-3
F.IF.6
Interpret functions that arise in applications in
terms of the context.
2-3
F.LE.1
Construct and compare linear and exponential
models and solve problems.
2-3
F.LE.2
Construct and compare linear and exponential
models to solve problems.
2-3
F.LE.3
Construct and compare linear, quadratic, and
exponential models and solve problems.
3
RLS. 9-10.1
Cite specific textual evidence to support
analysis of science and technical texts,
attending to the precise details of explanations
or descriptions.
1-3
RLS.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.
1-3
RLS.9-10.3
Follow precisely a complex multistep
procedure when carrying out experiments,
taking measurements, or performing technical
1-3
Chemistry Unit Plans
tasks, attending to special cases or exceptions
defined in the text.
RLS.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.
1-3
RLS.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).
1-3
RLS.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.
1-3
RLS.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.
1-3
RLS.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.
1-3
RLS.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.
1-3
RLS.910.10
By the end of grade 10, read and comprehend
science/technical texts in the grades 9–10 text
complexity band independently and
1-3
Chemistry Unit Plans
proficiently.
Writing Standards
for Literacy in
Science 6–12,page
64
NOTE: Students’
narrative skills
continue to grow in
these grades. The
Standards require
that students be
able to incorporate
narrative elements
effectively into
arguments and
informative/explana
tory texts. In
science, students
must be able to
write precise
enough descriptions
of the step-by-step
procedures they use
in their
investigations or
technical work that
others can replicate
them and (possibly)
reach the same
results.
WLS.9-10.1
Write arguments focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
1-3
WLS.9-10.2
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical
processes.
a. Introduce a topic and organize ideas,
concepts, and information to make important
connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to
aiding comprehension.
1-3
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate to
Chemistry Unit Plans
the audience’s knowledge of the topic.
c. Use varied transitions and sentence
structures to link the major sections of the text,
create cohesion, and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of
the topic and convey a style appropriate to
the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section
that follows from and supports the information
or explanation presented (e.g., articulating
implications or the significance of the topic).
North Carolina
Essential Standards
Guidance
North Carolina
Essential Standards
Guidance
I.SE.1
Understand
the
meaning and
importance
of
personal
responsibilit
y and
selfawareness.
I.SE.1.1 Explain the role of personal
responsibility in leadership.
I.SE.2
Understand
the
relationship
between
self and
others in the
broader
world.
I.SE.2.1 Exemplify how peer pressure can be
both a negative and positive influence.
I.SE.3 Use
communicat
ion
strategies
I.SE.3.1 Use communication strategies to take
a position and to defend a stand on
controversial issues.
1
I.SE.1.2 Integrate personal responsibility into
the way you live your life on a daily basis.
1
I.SE.2.2 Evaluate one’s own behaviors in a
variety of situations, making adjustments as
needed to produce
more positive results.
I.SE.2.3 Explain the impact of self-direction,
initiative, and self-control on interpersonal
relationships.
1
Chemistry Unit Plans
effectively
for a variety
of
purposes
and
audiences.