Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Vocabulary
Description/Guiding Questions
ADV Chemistry
Measurements and Calculations (CH2)
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a
quantitative observation.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
 observation, p. 2
 Galileo, p. 2
 model, p. 5
 theory, p. 6
 law, p. 6
 principle, p. 6
 measurement, p. 6
 uncertainty, p. 7
 estimated uncertainty, p. 7
Lesson Plan Template
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Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures
percent uncertainty, p. 7
assumed uncertainty, p. 7
significant figures, p. 7
powers of ten, p. 8
scientific notation, p. 8
unit, p. 8
meter (m), p. 8
standard of length, p. 8
British units of length, p. 9
time, p. 9
second (s), p. 9
mass, p. 10
kilogram (kg), p. 10
unified atomic mass unit (u), p. 10
Systéme International, p. 10
International System (SI), p. 10
MKS system, p. 10
cgs system, p. 10
British engineering system, p. 11
SI prefixes, p. 11
order of magnitude, p. 12
order-of-magnitude estimation, p. 12
micrometer, p. 13
symmetry, p. 14
triangulation, p. 14
angstrom (Å), p. 17
1. Describe the purpose of the scientific method.
2. Distinguish between qualitative and quantitative observations.
3. Describe the differences between hypotheses, theories, and models.
How can the properties of an object be described in a measurable and
quantitative way?
5 days
As required to do lab
Independent Activity
Critical Thinking Questions:
1. A student using a veneer caliper measures the dimensions of a cube
and obtains the following data.
length 12.34 cm 12.32 cm 13.35 cm
width 1.56 cm 1.55 cm 1.55 cm
2. What is the percent uncertainty in the calculation of the surface area
of the cube?
3. The earth is 3.84x108 m from the moon. Determine the number of (a)
microns and (b) angstroms in this distance? (c) What is this distance
in A.U.?
4. A cube of aluminum is measured to be 2.00 cm on a side. Aluminum
has a mass density of 2.70 g/cm3 and an atomic weight of 27.
Calculate the number of aluminum atoms in this cube.
5. Expressed in years, how long will it take to count 1.00 billion dollars
at the rate of 1 dollar per second?
Lesson Plan Template
6. Estimate the number of Ping-Pong balls that can be placed in your
classroom without crushing the balls.
Suggested Instructional
Strategies
Formative Assessment
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
 pp. 16–18: Problems: 2, 3, 4, 5, 6, 9, 10, 11, 13, 16, 18, 20, 21, 24,
25, 26, 30, 32, 33, 35, 36, 38, 40, 44
•Require that the students make a diagram(s) as part of ALL problem-solving
procedures.
•The working equation or a statement of the basic principle behind the problem
solution should be the first step in problem solving.
•Units should be included as an essential part of the working of the problem and
the final answer.
•Students should circle or box all final answers.
•Emphasize the importance of neatness.
•Students are often uncomfortable first using the SI. Give examples of the SI
dimensions of familiar sized objects.
•Students run into difficulty recognizing leading or trailing zeros in handling
significant figures. Clearly articulated rules and persistence helps.
1.The number 342000 expressed in proper scientific form is
a.3420x102
b.342x103
c.34.2x104
d.3.42x105
e.3.42x106
2. Which of the following is the greatest distance?
a.1.00 km
b.1.00 m
c.1.00 in
d.1.00 yd.
e.1.00 ft.
3. How many significant figures are in the number 342000?
a.2
b.3
c.4
d.5
e.6
4. A rectangle measures 4.78 m by 6.7 m. What is the area of this rectangle
expressed in the proper number of significant figures?
a.32.026 m2
b.32.02 m2
c.32.03 m2
Lesson Plan Template
d.32.0 m2
e.32 m2
5.The distance 0.00000458 m expressed in proper scientific form is
a.458x10–8 m
b.45.8x10–5 m
c.4.58x10–6 m
d.4.58x106 m
e.4.58x10–7 m
6.The number of meters contained in 1.00 mm is
a.1.00x103 m
b.1.00x10–3 m
c.1.00x102 m
d.1.00x10–6 m
e.1.00x106 m
7. If 12 chads constitute a gram and if 6.2 million people in a state properly
voted for a slate of 14 candidates, what order of magnitude, expressed in
kilograms, of chads were generated?
a.106
b.104
c.103
d.102
e.10
8. The average impulse delivered to a body is defined as the product of the force
and the time interval over which the force acts. If a force of 120 N acts for
0.21 s, the impulse should be expressed as
a.25 Ns
b.25.2 Ns
c.2.52x101 Ns
d.25.20 Ns
e.25.200 Ns
9. Which of the following best represents a value of time expressed to five
significant figures?
a.14.82x101 s
b.9.0x105 s
c.0.00308 s
d.1.856x104 s
e.32.200 s
10. What is the order of magnitude of the number of cubic feet contained in a
cubic kilometer?
a.106
b.108
c.109
d.1010
e.1011
answers: 1 (d), 2 (a), 3 (b), 4 (e), 5 (c), 6 (b), 7 (c), 8 (a), 9 (e), 10 (d)
Lesson Plan Template
Related Materials and
Resources
•Chapter 1: Introduction — pp. 1–16
•Student Study Guide — pp. 1-1–1-10
•Instructor's Solution Manual — pp. 1–5
•Test Items File — pp. 1–15
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Vocabulary
Description/Guiding Questions
ADV Chemistry
Atoms: The Building Blocks of Matter (CH3)
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
 law of conservation of mass
 law of definite proportions
 law of multiple proportions
 atom
 nuclear forces
 atomic number
 isotope
 mass number
 nuclide
 atomic mass unit
 average atomic mass
 mole
 Avogadro’s number
 molar mass
Lesson Plan Template
Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures

Explain the law of conservation of mass, the law of definite
proportions, and the law of multiple proportions.
 Summarize the five essential points of Dalton’s atomic theory.
 Explain the relationship between Dalton’s atomic theory and the law of
conservation of mass, the law of definite proportions, and the law of
multiple proportions.
What are atoms?
5 days
As required to do lab
Independent Activity
1. Define each of the following:
a. atomic number e. mole
b. mass number f. Avogadro’s number
c. relative atomic mass g. molar mass
d. average atomic mass h. isotope
2. Determine the number of protons, electrons, and neutrons in each of the
following isotopes:
a. sodium-23 c. 64
29Cu
b. calcium-40 d. 108
47Ag
3. Write the nuclear symbol and hyphen notation for each of the following
isotopes:
a. mass number of 28 and atomic number of 14
b. 26 protons and 30 neutrons
4. To two decimal places, what is the relative atomic mass and the molar
mass of the element potassium, K?
5. Determine the mass in grams of the following:
a. 2.00 mol N
b. 3.01 × 1023 atoms Cl
6. Determine the amount in moles of the following:
a. 12.15 g Mg
b. 1.50 × 1023 atoms F
Critical Thinking
7. ANALYZING DATA Beaker A contains 2.06 mol of copper, and Beaker
B contains 222 grams of silver. Which beaker contains the larger mass?
Which beaker has the larger number of atoms?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab
Lesson Plan Template
Suggested Instructional
Strategies
Formative Assessment
Whole Class Discussion, Reflection
 Section 1: Chapter review 1 thru 7.
 Section 2: Chapter review 12, 13.
 Section 3: Chapter review 19 thru 25.
• The idea of atoms has been around since the time of the ancient
Greeks. In the nineteenth century, John Dalton proposed a scientific
theory of atoms that can still be used to explain properties of most
chemicals today.
• Matter and its mass cannot be created or destroyed in chemical
reactions.
• The mass ratios of the elements that make up a given compound
are always the same, regardless of how much of the compound there
is or how it was formed.
• If two or more different compounds are composed of the same two
elements, then the ratio of the masses of the second element
combined with a certain mass of the first element can be expressed
as a ratio of small whole numbers. Cathode-ray tubes supplied
evidence of the existence of electrons, which are negatively charged
subatomic particles that have relatively little mass.
• Rutherford found evidence for the existence of the atomic nucleus
by bombarding metal foil with a beam of positively charged
particles.
• Atomic nuclei are composed of protons, which have an electric
charge of +1, and (in all but one case) neutrons, which have no
electric charge.
• Atomic nuclei have radii of about 0.001 pm (pm = picometers; 1 pm
× 10−12 m), and atoms have radii of about 40–270 pm. The atomic
number of an element is equal to the number of protons of an atom
of that element.
• The mass number is equal to the total number of protons and
neutrons that make up the nucleus of an atom of that element.
• The relative atomic mass unit (amu) is based on the carbon-12
atom and is a convenient unit for measuring the mass of atoms. It
equals 1.660 540 × 10−24 g.
• The average atomic mass of an element is found by calculating the
weighted average of the atomic masses of the naturally occurring
isotopes of the element.
• Avogadro’s number is equal to approximately 6.022 1415 × 1023.
A sample that contains a number of particles equal to Avogadro’s
number contains a mole of those particles.
1. A chemical compound always has the same elements in the same
proportions by mass regardless of the source of the compound. This is a
statement of
A. the law of multiple proportions.
B. the law of isotopes.
C. the law of definite proportions.
D. the law of conservation of mass.
2. An important result of Rutherford’s experiments with gold foil was to
Lesson Plan Template
establish that
A. atoms have mass.
B. electrons have a negative charge.
C. neutrons are uncharged particles.
D. the atom is mostly empty space.
3. Which subatomic particle has a charge of +1?
A. electron
B. neutron
C. proton
D. meson
4. Which particle has the least mass?
A. electron
B. neutron
C. proton
D. All have the same mass.
5. Cathode rays are composed of
A. alpha particles.
B. electrons.
C. protons.
D. neutrons.
6. The atomic number of an element is the same as the number of
A. protons.
B. neutrons.
C. protons + electrons.
D. protons + neutrons.
7. How many neutrons are present in an atom of tin that has an atomic number
of 50 and a mass number of 119?
A. 50
B. 69
C. 119
D. 169
8. What is the mass of 1.50 mol of sodium, Na?
A. 0.652 g
B. 0.478 g
C. 11.0 g
D. 34.5 g
9.How many moles of carbon are in a 28.0 g sample?
A. 336 mol
B. 72.0 mol
C. 2.33 mol
D. 0.500 mol
SHORT ANSWER
10.Which atom has more neutrons, potassium-40 or argon-40?
Lesson Plan Template
11.What is the mass of 1.20 × 1023 atoms of phosphorus?
EXTENDED RESPONSE
12.Cathode rays emitted by a piece of silver and a piece of copper illustrate
identical properties. What is the significance of this observation?
13.A student believed that she had discovered a new element and named it
mythium. Analysis found it contained two isotopes. The composition of the
isotopes was 19.9% of atomic mass 10.013 and 80.1% of atomic mass 11.009.
What is the average atomic mass, and do you think mythium was a new
element?
Related Materials and
Resources
Graphing Calculator, Calculate Numbers of Protons, Electrons, and Neutrons,
EXT Go to go.hrw.com for a graphing calculator exercise that asks you to
calculate numbers of protons, electrons, and neutrons.
__ SciLinks Visit www.scilinks.org, maintained by the National Science Teachers
Association, for information on Atomic Theory, Carbon, Subatomic Particles, and
Isotopes.
__CNN Video, CNN Presents Science in the News: Chemistry Connections
Segment 8, The Top Quark and 13, Atom Builders
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Arrangement of Electrons in Matter (CH4)
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms
of matter and/or energy.
CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.
CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or
molecular structure.
CHEM.A.2. Atomic Structure and the Periodic Table
CHEM.A.2.1. Explain how atomic theory serves as the basis for the study of
matter.
CHEM.A.2.1.1. Describe the evolution of atomic theory leading to the current
model of the atom based on the works of Dalton, Thomson, Rutherford, and
Bohr.
CHEM.A.2.2. Describe the behavior of electrons in atoms.
CHEM.A.2.2.1. Predict the ground state electronic configuration and/or orbital
diagram for a given atom or ion.
CHEM.A.2.2.3. Explain the relationship between the electron configuration and
the atomic structure of a given atom or ion (e.g., energy levels and/or orbitals
with electrons, distribution of electrons in orbitals, shapes of orbitals).
CHEM.A.2.2.4. Relate the existence of quantized energy levels to atomic
emission spectra.
Lesson Plan Template
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary
electromagnetic radiation
electromagnetic spectrum
wavelength
frequency
photoelectric effect
quantum
photon
ground state
excited state
line-emission spectrum
continuous spectrum
Heisenberg uncertainty principle
quantum theory
orbital
quantum number
principal quantum number
angular momentum quantum number
magnetic quantum number
spin quantum number
electron configuration
Lesson Plan Template
Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures
Aufbau principle
Pauli exclusion principle
Hund’s rule
noble gas
noble-gas configuration
 Explain the mathematical relationship among the speed, wavelength, and
frequency of electromagnetic radiation.
 Discuss the dual wave-particle nature of light.
 Discuss the significance of the photoelectric effect and the line-emission
spectrum of hydrogen to the development of the atomic model.
 Describe the Bohr model of the hydrogen atom.
 Discuss Louis de Broglie’s role in the development of the quantum model
of the atom.
 Compare and contrast the Bohr model and the quantum model of the
atom.
 Explain how the Heisenberg uncertainty principle and the Schrödinger
wave equation led to the idea of atomic orbitals.
 List the four quantum numbers, and describe their significance.
 Relate the number of sublevels corresponding to each of an atom’s main
energy levels, the number of orbitals per sublevel, and the number of
orbitals per main energy level.
 List the total number of electrons needed to fully occupy each main
energy level.
 State the Aufbau principle, the Pauli exclusion principle, and Hund’s rule.
 Describe the electron configurations for the atoms of any element using
orbital notation, electron-configuration notation, and when appropriate,
noble-gas notation.
How does the arrangement of electrons effect the elements properties.
6 days
As required to do lab
Independent Activity
1.
a. What is an atom’s electron configuration?
b. What three principles guide the electron configuration of an atom?
2. What three methods are used to represent the arrangement of electrons in
atoms?
3. What is an octet of electrons? Which elements contain an octet of
electrons?
4. Write the complete electron-configuration notation, the noble-gas notation,
and the orbital notation for the following elements:
a. carbon b. neon c. sulfur
5. Identify the elements having the following electron configurations:
a. 1s 22s 22p63s 23p3
b. [Ar]4s 1
c. contains four electrons in its third and outer main energy level
d. contains one set of paired and three unpaired electrons in its fourth and
outer main energy level
Critical Thinking
6. RELATING IDEAS Write the electron configuration for the third-period
Lesson Plan Template
elements Al, Si, P, S, and Cl. Is there a relationship between the group number
of each element and the number of electrons in the outermost energy level?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Suggested Instructional
Strategies
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
Section 1: Chapter review 1 thru 14.
Section 2: Chapter review 15 thru 22.
Section 3: Chapter review 26 thru 38.
In the early twentieth century, light was determined to have a dual
wave-particle nature.
Quantum theory was developed to explain observations such as the
photoelectric effect and the line-emission spectrum of hydrogen.
Quantum theory states that electrons can exist only at specific atomic
energy levels.
When an electron moves from one main energy level to a main energy
level of lower energy, a photon is emitted. The photon’s energy equals
the energy difference between the two levels.
An electron in an atom can move from one main energy level to a
higher main energy level only by absorbing an amount of energy
exactly equal to the difference between the two levels.
In the early twentieth century, electrons were determined to have a
dual wave-particle nature.
The Heisenberg uncertainty principle states that it is impossible
to determine simultaneously the position and velocity of
an electron or any other particle.
Quantization of electron energies is a natural outcome of the
Schrödinger wave equation, which describes the properties of an
atom’s electrons.
An orbital, a three-dimensional region around the nucleus, shows the
region in space where an electron is most likely to be found.
The four quantum numbers that describe the properties of electrons in
atomic orbitals are the principal quantum number, the angular
momentum quantum number, the magnetic quantum number, and the
spin quantum number.
The ground-state electron configuration of an atom can be written by
using the Aufbau principle, Hund’s rule, and the Pauli exclusion
principle.
Electron configurations can be depicted by using different types of
notation. In this book, three types of notation are used: orbital
notation, electron-configuration notation, and noble-gas notation.
Electron configurations of some atoms, such as chromium, deviate
from the predictions of the Aufbau principle, but the ground-state
configuration that results is the configuration with the minimum
Lesson Plan Template
Formative Assessment
possible energy.
1. Which of the following relationships is true?
A. Higher-energy light has a higher frequency than lower-energy light does.
B. Higher-energy light has a longer wavelength than lower-energy light does.
C. Higher-energy light travels at a faster speed than lower-energy light does.
D. Higher-frequency light travels at a slower speed than lower-energy light does.
2.The energy of a photon is greatest for
A. visible light.
B. ultraviolet light.
C. infrared light.
D. X-ray radiation.
3. What is the wavelength of radio waves that have a frequency of 88.5 MHz?
A. 3.4 m C. 0.30 m
B. 8.9 nm D. 300 nm
5. Which of the following quantum numbers is often designated by the letters s, p,
d, and f instead of by numbers?
A. n C. m
B. l D. s
6. Which quantum number is related to the shape of an orbital?
A. n C. m
B. l D. s
7. What is the maximum number of unpaired electrons that can be placed in a 3p
sublevel?
A. 1 C. 3
B. 2 D. 4
8. What is the maximum number of electrons that can occupy a 3s orbital?
A. 1 C. 6
B. 2 D. 10
9. Which element has the noble-gas notation [Kr]5s24d2?
A. Se C. Zr
B. Sr D.Mo
SHORT ANSWER
10. When a calcium salt is heated in a flame, a photon of light with an energy of
3.2 × 10−19 J is emitted. On the basis of this fact and the table below, what color
would be expected for the calcium flame?
11. The electron configuration of sulfur is 1s22s22p63s23p4. Write the orbital
notation for sulfur.
EXTENDED RESPONSE
12. Explain the reason for the hydrogen line emission spectrum.
13. When blue light shines on potassium metal in a photocell, electrons are
emitted. But when yellow light shines on the metal, no current is observed.
Explain.
Related Materials and
Resources
Graphing Calculator, Calculating Quantum Number Relationships, EXT Go to
go.hrw.com for a graphing calculator exercise that asks you to calculate quantum
number relationships.
SciLinks Visit www.scilinks.org, maintained by the National Science Teachers
Association, for information on Electromagnetic Spectrum, Photoelectric Effect, and
William Ramsay.CNN Video, CNN Presents Science in the News: Chemistry Connections
Segment 9, Atom Las
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Vocabulary
Description/Guiding Questions
ADV Chemistry
The Periodic Law (CH5)
CHEM.A.2. Atomic Structure and the Periodic Table
CHEM.A.2.3. Explain how periodic trends in the properties of atoms allow for
the prediction of physical and chemical properties.
CHEM.A.2.3.1. Explain how the periodicity of chemical properties led to the
arrangement of elements on the periodic table.
CHEM.A.2.3.2. Compare and/or predict the properties (e.g., electron affinity,
ionization energy, chemical reactivity, electronegativity, atomic radius) of
selected elements by using their locations on the periodic table and known trends.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
periodic law
periodic table
lanthanide
actinide
alkali metals
alkaline-earth metals
transition elements
Lesson Plan Template
Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures
main-group elements
halogens
atomic radius
ion
ionization
ionization energy
electron affinity
cation
anion
valence electrons
electronegativity
•Determine experimentally the relationship between force, mass, and
acceleration.
•Interpret and analyze a Force vs. Acceleration experimental graph.
•Design and conduct experiments that would show the variations in acceleration
caused by a change in applied force on a given mass.
•Design and conduct experiments that would show the variations in acceleration
caused by a change in the mass that is being accelerated.
•Determine the relationship between the inertial mass of a body and its
gravitational mass.
How are elements arranged on the periodic table?
6 days
As required to do lab
Independent Activity
State the general period and group trends among main-group elements with
respect to each of the following properties:
a. atomic radii d. ionic radii
b. first ionization energy e. electronegativity
c. electron affinity
2. a. In general, how do the periodic properties of the d-block elements
compare with those of the main-group elements?
b. Explain the comparisons made in (a).
3. For each main-group element, what is the relationship between its group
number and the number of valence electrons that the group members have?
Critical Thinking
4. RELATING IDEAS Graph the general trends (left to right and top to
bottom) in the second ionization energy (IE2) of an element as a function of
its atomic number, over the range Z = 1–20. Label the minima and maxima on
the graph with the appropriate element symbol.
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection

Section 1: Chapter review 1 thru 3.
Lesson Plan Template


Suggested Instructional
Strategies
Formative Assessment
Section 2: Chapter review 4 thru 16.
Section 3: Chapter review 22 thru 31.
The periodic law states that the physical and chemical properties of
the elements are periodic functions of their atomic numbers.
• The periodic table is an arrangement of the elements in order of
their atomic numbers so that elements with similar properties fall in
the same column.
• The columns in the periodic table are referred to as groups. The
rows in the periodic table are called periods.
• Many chemical properties of the elements can be explained by the
configurations of the elements’ outermost electrons.
• The noble gases exhibit unique chemical stability because their
highest occupied levels have an octet of electrons, ns2np6 (with
the exception of helium, whose stability arises from its highest
occupied level being completely filled with two electrons, 1s2).
• Based on the electron configurations of the elements, the periodic
table can be divided into four blocks: the s block, the p block, the d
block, and the f block.
The groups and periods of the periodic table display general trends in
the following properties of the elements: electron affinity,
electronegativity, ionization energy, atomic radius, and ionic radius.
• The electrons in an atom that are available to be lost, gained,
or shared in the formation of chemical compounds are referred to as
valence electrons.
• In determining the electron configuration of an ion, the order in
which electrons are removed from the atom is the reverse of the order
given by the atom’s electron-configuration notation.
1.In the modern periodic table, elements are arranged according to
A. decreasing atomic mass.
B. Mendeleev’s original model.
C. increasing atomic number.
D. when they were discovered.
2.Group 17 elements, the halogens, are the most reactive of the nonmetal
elements because they
A. require only one electron to fill their outer energy level.
B. have the highest ionization energies.
C. have the largest atomic radii.
D. are the farthest to the right in the periodic table.
3.The periodic law states that
A. the chemical properties of elements can be grouped according to periodicity.
B. the properties of the elements are functions of atomic mass.
C. all elements in the same group have the same number of valence electrons.
D. all elements with the same number of occupied energy levels must be in the
same group.
4.As you move left to right across Period 3 from Mg to Cl, the energy needed to
remove an electron from an atom
A. generally increases.
B. generally decreases.
C. does not change.
Lesson Plan Template
D. varies unpredictably.
5.Which of the following elements has the highest electronegativity?
A. oxygen
B. hydrogen
C. fluorine
D. carbon
6.The noble gases have
A. high ionization energies.
B. high electron affinities.
C. large atomic radii.
D. a tendency to form both cations and anions.
7.Which electron configuration is not correct?
A.O2− [He]2s22p6
B. Mg2+ [He]2s22p6
C. V3+ [Ar]3d2
D. Al3+ [Ar]2s22p6
8.Which two elements are more likely to have the same charge on their ions?
A. Se and As
B. Sn and Si
C. Ca and Rb
D. I and Xe
9.Using only the periodic table, choose the list that ranks the elements Sr,Te, Kr,
Ru, and Cs in order of increasing ionization energy.
A. Sr < Te < Ru < Cs < Kr
B. Te < Ru < Sr < Cs < Kr
C. Cs < Sr < Ru < Te < Kr
D. Kr < Cs < Sr < Ru < Te
SHORT ANSWER
10.The second ionization energies for the elements S–Ti are listed in a scrambled
order below. Assign the correct IE2 value to each element. (Hint: S has IE2 =
2251 kJ/mol, and Ti has IE2 = 1310 kJ/mol.) Explain your reasoning. IE2 values
(kJ/mol): 2666, 2297, 3051, 1235, 2251, 1310, and 1145
11.What group most commonly forms 2− ions? Explain your reasoning.
EXTENDED RESPONSE
12.An ordered list of atomic radii for 14 consecutive elements is shown below.
Without using
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Chemical Bonding (CH6)
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.2. Apply the mole concept to the composition of matter.
CHEM.B.1.2.2. Apply the law of definite proportions to the classification of
elements and compounds as pure substances.
CHEM.B.1.2.3. Relate the percent composition and mass of each element present
in a compound.
CHEM.B.1.3. Explain how atoms form chemical bonds.
CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic
and covalent bonding.
CHEM.B.1.3.2. Classify a bond as being polar covalent, non-polar covalent, or
ionic.
CHEM.B.1.3.3. Use illustrations to predict the polarity of a molecule.
CHEM.B.1.4. Explain how models can be used to represent bonding.
CHEM.B.1.4.1. Recognize and describe different types of models that can be
used to illustrate the bonds that hold atoms together in a compound (e.g.,
computer models, ball-and-stick models, graphical models, solid-sphere models,
structural formulas, skeletal formulas, Lewis dot structures).
CHEM.B.1.4.2. Utilize Lewis dot structures to predict the structure and bonding
in simple compounds.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
Lesson Plan Template
Vocabulary
Objectives
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
chemical bond
ionic bonding
covalent bonding
nonpolar-covalent bond
polar
polar-covalent bond
molecule
molecular compound
chemical formula
molecular formula
bond energy
electron-dot notation
Lewis structure
structural formula
single bond
multiple bond
resonance
ionic compound
formula unit
lattice energy
polyatomic ion
VSEPR theory
hybridization
hybrid orbitals
dipole
hydrogen bonding
London dispersion forces
metallic bonding
malleability
ductility
Define chemical bond.
Explain why most atoms form chemical bonds.
Describe ionic and covalent bonding.
Explain why most chemical bonding is neither purely ionic nor purely covalent.
Classify bonding type according to electronegativity differences.
Define molecule and molecular formula.
Explain the relationships among potential energy, distance between approaching
atoms, bond length, and bond energy.
State the octet rule.
List the six basic steps used in writing Lewis structures.
Explain how to determine Lewis structures for molecules containing single bonds,
multiple bonds, or both.
Explain why scientists use resonance structures to represent some molecules.
Compare and contrast a chemical formula for a molecular compound with one for an
ionic compound.
Discuss the arrangements of ions in crystals.
Lesson Plan Template
Define lattice energy and explain its significance.
List and compare the distinctive properties of ionic and molecular compounds.
Write the Lewis structure for a polyatomic ion given the identity of the atoms combined
and other appropriate information.
Essential Question(s)
Duration
Materials
Instructional Procedures
How can rotational motion be described in a measurable and quantitative way?
6 days
As required to do lab
1. Determine the fractional difference in your apparent weight if you are
riding in a car on a Ferris wheel that has a radius of 5 m and is rotating
at 10 rpm. What is the period of rotation if your apparent weight at the
top of the Ferris wheel is zero?
2. Determine the net gravitational force on the moon due to the sun and
earth during a solar eclipse. What is the net gravitational force on the
earth due to the sun and the moon?
3. Calculate the mass of the sun from approximating the period of
revolution of the earth as 365 days. Use a circular orbit of 1.5x108 km.
4. Planet Kyle I has half the radius and half the mass of the earth. Show
that the acceleration due to gravity on the surface of Kyle I is 2g.
5. Centripetal force acts on all bodies undergoing circular motion. Is
work being done on a body by centripetal force? Explain.
6. Calculate the acceleration due to gravity on the surface of Mars.
7. Three spheres of mass 10 kg are located at the vertices of an
equilateral triangle 0.5 m on a side. What is the gravitational force on
any one mass due to the other two?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Suggested Instructional
Strategies
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
 pp. 139–144: Problems: 25, 26, 29, 35, 36, 39, 40, 41, 42, 44, 45, 46,
47, 50, 54, 56, 60, 61, 63, 65, 66, 69, 70, 71, 72
Most atoms are chemically bonded to other atoms. The three major types of
chemical bonding are ionic, covalent, and metallic.
• In general, atoms of metals bond ionically with atoms of nonmetals, atoms of
metals bond metallically with each other, and atoms of nonmetals bond
covalently with each other.
• Atoms in molecules are joined by covalent bonds. In a covalent bond, two
atoms share one or more pairs of electrons.
• The octet rule states that many chemical compounds tend to form bonds so that
each atom shares or has eight electrons in its highest occupied energy level.
• Bonding within many molecules and ions can be indicated by a Lewis structure.
Molecules or ions that cannot be correctly represented by a single Lewis structure
are represented by resonance structures.
• An ionic compound is a three-dimensional network of positive and negative
Lesson Plan Template
ions mutually attracted to one another.
• Ionic compounds tend to be harder and more brittle and to have higher boiling
points than materials containing only covalently bonded atoms.
• The “electron sea” formed in metallic bonding gives metals their properties of
high electrical and thermal conductivity, malleability,
ductility, and luster.
• VSEPR theory is used to predict the shapes of molecules based on the fact that
electron pairs strongly repel each other.
• Hybridization theory is used to predict the shapes of molecules based on the fact
that orbitals within an atom can mix to form orbitals of equal energy.
• Intermolecular forces include dipole-dipole forces and London dispersion
forces. Hydrogen bonding is a special case of dipole-dipole forces.
Formative Assessment
1.A chemical bond results from the mutual attraction of the nuclei for
A. electrons.
B. neutrons.
C. protons.
D. dipoles.
2.A polar covalent bond is likely to form between two atoms that
A. are similar in electronegativity.
B. are of similar size.
C. differ in electronegativity.
D. have the same number of electrons.
3.The Lewis structure of HCN contains
A. one double bond and one single bond.
B. one triple bond and one single bond.
C. two single bonds.
D. two double bonds.
4.According to VSEPR theory, the molecular geometry for CH3 is
A. tetrahedral.
B. trigonal-pyramidal.
C. bent or angular.
D. None of the above
5.Which molecule contains a double bond?
A. COCl2
B. C2H6
C. CF4
D. SF2
6.Which molecule is polar?
A. CCl4
B. CO2
C. SO3
D. none of these
7.What is the hybridization of the carbon atoms in C2H2?
A. sp
B. sp2
C. sp3
D. The carbon atoms do not hybridize in C2H2.
8.Which of the following compounds is predicted to have the highest boiling point?
A. HCl
B. CH3COOH (Note:The two oxygen atoms bond to the carbon.)
C. Cl2
D. SO2
9.An unknown substance is an excellent electrical conductor in the solid state and is malleable. What
Lesson Plan Template
type of chemical bonding does this substance exhibit?
A. ionic bonding
B. molecular bonding
C. metallic bonding
D. cannot determine from the information given
SHORT ANSWER
10.What does the hybridization model help explain?
11.Explain why ionic crystals are brittle.
EXTENDED RESPONSE
12.Naphthalene, C10H8, is a nonpolar molecule and has a boiling point of 218°C. Acetic acid,
CH3CO2H, is a polar molecule and has a boiling point of 118°C.Which substance has the
stronger intermolecular forces? Briefly explain your answer.
13.Describe and explain the potential energy changes that occur during the formation of a covalent
bond.
Related Materials and
Resources
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Chemical formula and chemical compounds (CH7)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds
and writing chemical formulas (e.g., binary covalent, binary ionic, ionic
compounds containing polyatomic ions).
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.3. Explain how atoms form chemical bonds.
CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic and
covalent bonding.
CHEM.B.1.3.2. Classify a bond as being polar covalent, non-polar covalent, or
ionic.
CHEM.B.1.3.3. Use illustrations to predict the polarity of a molecule.
CHEM.B.1.4. Explain how models can be used to represent bonding.
CHEM.B.1.4.1. Recognize and describe different types of models that can be
used to illustrate the bonds that hold atoms together in a compound (e.g.,
computer models, ball-and-stick models, graphical models, solid-sphere models,
structural formulas, skeletal formulas, Lewis dot structures).
CHEM.B.1.4.2. Utilize Lewis dot structures to predict the structure and bonding in
simple compounds.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Lesson Plan Template
Vocabulary
Objectives
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
monatomic ion
binary compound
nomenclature
oxyanion
salt
oxidation number
oxidation state
formula mass
percentage composition
empirical formula
Explain the significance of a chemical formula.
Determine the formula of an ionic compound formed between two given ions.
Name an ionic compound given its formula.
Using prefixes, name a binary molecular compound from its formula.
Write the formula of a binary molecular compound given its name.
List the rules for assigning oxidation numbers.
Give the oxidation number for each element in the formula of a chemical compound.
Name binary molecular compounds using oxidation numbers and the Stock system.
Calculate the formula mass or molar mass of any given compound.
Use molar mass to convert between mass in grams and amount in moles of a chemical
compound.
Calculate the number of molecules, formula units, or ions in a given molar amount of a
chemical compound.
Calculate the percentage composition of a given chemical compound.
Define empirical formula, and explain how the term applies to ionic and molecular
compounds.
Determine an empirical formula from either a percentage or a mass composition.
Explain the relationship between the empirical formula and the molecular formula of a
given compound.
Lesson Plan Template
Determine a molecular formula from an empirical formula.
Essential Question(s)
Duration
Materials
Instructional Procedures
How are chemical formula related to the study of chemistry?
8 days
As required to do lab
Analyzing Information Sulfur trioxide is produced in the atmosphere through
a reaction of sulfur dioxide and oxygen. Sulfur dioxide is a primary air
pollutant. Analyze the formula for sulfur trioxide. Then, list all of the
chemical information from the analysis that you can.
52. Analyzing Data In the laboratory, a sample of pure nickel was placed in a
clean, dry, weighed crucible. The crucible was heated so that the nickel
would react with the oxygen in the air. After the reaction appeared complete,
the crucible was allowed to cool and the mass was determined. The crucible
was reheated and allowed to cool. Its mass was then determined again to be
certain that the reaction was complete.
The following data were collected:
Mass of crucible 30.02 g
Mass of nickel and crucible 31.07 g
Mass of nickel oxide and crucible 31.36 g
Determine the following information based on
the data given above:
Mass of nickel =
Mass of nickel oxide =
Mass of oxygen =
Based on your calculations, what is the empirical formula for the nickel
oxide?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
 Section 1: Chapter review 1 thru 14.
 Section 2: Chapter review 19 thru 22.
 Section 3: Chapter review 28 thru 33.
 Section 4: Chapter review 36 thru 39
Suggested Instructional
• A positive monatomic ion is identified simply by the name of the appropriate element.
Strategies
Formative Assessment
Lesson Plan Template
A negative monatomic ion is named by dropping parts of the ending of the element’s
name and adding -ide to the root.
• The charge of each ion in an ionic compound may be used to determine the simplest
chemical formula for the compound.
• Binary compounds are composed of two elements.
• Binary ionic compounds are named by combining the names of the positive and
negative ions.
• The old system of naming binary molecular compounds uses prefixes. The new
system, known as the Stock system, uses oxidation numbers. Oxidation numbers are
useful in naming compounds, in writing formulas, and in balancing chemical equations.
• Compounds containing elements that have more than one oxidation state are named
by using the Stock system.
• Stock-system names and prefix-system names are used interchangeably for many
molecular compounds.
• Oxidation numbers of each element in a compound may be used to determine the
compound’s simplest chemical formula.
• By knowing oxidation numbers, we can name compounds without knowing whether
they are ionic or molecular.
Formula mass, molar mass, and percentage composition can be calculated from the
chemical formula for a compound.
• The percentage composition of a compound is the percentage by mass of each
element in the compound.
• Molar mass is used as a conversion factor between amount in moles and mass in
grams of a given compound or element.
An empirical formula shows the simplest whole-number ratio of atoms in a given
compound.
• Empirical formulas indicate how many atoms of each element are combined in the
simplest unit of a chemical compound.
• A molecular formula can be found from the empirical formula if the molar mass is
measured.
1.Which of the following compounds does not contain a polyatomic ion?
A. sodium carbonate
B. sodium sulfate
C. sodium sulfite
D. sodium sulfide
2.The correct formula for ammonium phosphate is
A. (NH4)3PO4.
B. (NH4)2PO4.
C. NH4PO4.
D.NH4(PO4)2.
3.When writing the formula for a compound that contains a polyatomic ion,
A. write the anion’s formula first.
B. use superscripts to show the number of polyatomic
ions present.
C. use parentheses if the number of polyatomic
ions is greater than 1.
D. always place the polyatomic ion in
parentheses.
4.The correct name for NH4CH3COO is
A. ammonium carbonate.
B. ammonium hydroxide.
Lesson Plan Template
C. ammonium acetate.
D. ammonium nitrate.
5.Which of the following is the correct formula for iron(III) sulfate?
A. Fe3SO4
B. Fe3(SO4)2
C. Fe2(SO4)3
D. 3FeSO4
6.The molecular formula for acetylene is C2H2. The molecular formula for
benzene is C6H6. The empirical formula for both is
A. CH.
B. C2H2.
C. C6H6.
D. (CH)2.
7.Which of the following shows the percentage composition of H2SO4?
A. 2.5% H, 39.1% S, 58.5% O
B. 2.1% H, 32.7% S, 65.2% O
C. 28.6% H, 14.3% S, 57.1% O
D. 33.3% H, 16.7% S, 50% O
8.Which of the following compounds has the highest percentage of oxygen?
A. CH4O
B. CO2
C. H2O
D. Na2CO3
9.The empirical formula for a compound that is 1.2% H, 42.0% Cl, and 56.8% O
is
A. HClO.
B. HClO2.
C. HClO3.
D. HClO4.
SHORT ANSWER
10.When a new substance is synthesized or is discovered experimentally, the
substance is analyzed quantitatively. What information is obtained from this
typical analysis, and how is this information used?
11.An oxide of selenium is 28.8% O. Find the empirical formula. Assuming that
the empirical formula is also the molecular formula, name the oxide.
EXTENDED RESPONSE
12.What is an empirical formula, and how does it differ from a molecular
formula?
13.What are Stock system names based on?
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Chemical equations and reactions (CH8)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties can be
used to classify and describe matter and energy.
CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of
matter and/or energy.
CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a
quantitative observation.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and
writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds
containing polyatomic ions).
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.2. Apply the mole concept to the composition of matter.
CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.
CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements
and compounds as pure substances.
CHEM.B.1.2.3. Relate the percent composition and mass of each element present in a
compound.
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical
reactions.
CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants
and products involved in a chemical reaction.
CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement,
double replacement, or combustion.
CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis,
decomposition, single replacement, double replacement, combustion).
CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of
Matter.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Lesson Plan Template
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary
chemical equation
precipitate
coefficient
word equation
formula equation
reversible reaction
synthesis reaction
decomposition reaction
electrolysis
single-displacement reaction
double-displacement reaction
combustion reaction
Objectives.
List three observations that suggest that a chemical reaction has taken place.
List three requirements for a correctly written chemical equation.
Write a word equation and a formula equation for a given chemical reaction.
Balance a formula equation by inspection.
Define and give general equations for synthesis, decomposition, singledisplacement, and double-displacement reactions.
Classify a reaction as a synthesis, decomposition, single-displacement, doubledisplacement, or combustion reaction.
List three kinds of synthesis reactions and six kinds of decomposition reactions.
List four kinds of single-displacement reactions and three kinds of doubledisplacement reactions.
Predict the products of simple reactions given the reactants.
Explain the significance of an activity series.
Use an activity series to predict whether a given reaction will occur and what the
products will be.
Essential Question(s)
Duration
Materials
Instructional Procedures
What are chemical reactions?
6 days
As required to do lab
Critical Thinking Questions:
How is the activity series useful in predicting chemical behavior?
2. Based on the activity series, predict whether each of the following possible reactions
will occur:
Lesson Plan Template
a. Ni(s) + H2O(l ) → ______
b. Br2(l ) + KI(aq)→ ______
c. Au(s) + HCl(aq) → ______
d. Cd(s) + HCl(aq)→ ______
e.
3. For each of the reactions in item 2 that will occur, write the products and balance
the equation.
Critical Thinking
4. PREDICTING OUTCOMES A mixture contains cobalt metal, copper metal, and tin
metal. This mixture is mixed with nickel nitrate. Which metals, if any, will react? Write
the chemical equation for any reaction.
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
Chapter homework:
Section 1: Chapter review 1 thru 10.
Section 2: Chapter review 18 thru 21.
Section 3: Chapter review 31 thru 33.
Suggested Instructional
Strategies
Four observations that suggest a chemical reaction is taking place are the evolution of
energy as heat and light, the production of gas, a change in color, and the formation of a
precipitate.
• A balanced chemical equation represents, with symbols and formulas, the identities
and relative amounts of reactants and products in a chemical reaction.
• Synthesis reactions are represented by the general equation A + X→AX.
• Decomposition reactions are represented by the general equation AX→A + X.
• Single-displacement reactions are represented by the general equations A + BX→AX + B
and Y + BX → BY + X.
• Double-displacement reactions are represented by the general equation
AX + BY→AY + BX.
• In a combustion reaction, a substance combines with oxygen, releasing energy in the
form of heat and light.
• Activity series list the elements in order of their chemical reactivity and are useful in
predicting whether a chemical reaction will occur.
• Chemists determine activity series through experiments.
Formative Assessment
MULTIPLE CHOICE
1.According to the law of conservation of mass, the total mass of the reacting
substances is
A. always more than the total mass of the products.
B. always less than the total mass of the products.
C. sometimes more and sometimes less than the total mass of the products.
D. always equal to the total mass of the products.
2.To balance a chemical equation, you may adjust the
A. coefficients.
B. subscripts.
C. formulas of the products.
Lesson Plan Template
D. either the coefficients or the subscripts.
3.Which is the correct chemical equation for the following formula equation:
(NH4)2S → NH3 + H2S?
A. 2(NH4)2S → 2NH3 + H2S2
B. 2(NH4)2S → 2NH3 + H2S
C. (NH4)2S → 2NH3 + H2S
D. None of the above
4.Select the missing reactant(s) for the double-displacement reaction that produces
PF5 and AsCl3.
A. PCl5 and AsF3
B. PCl3 and AsF5
C. PCl3 and AsF3
D. None of the above
5.Select the missing reactant for the following combustion reaction: 2______ +
15O2 → 14CO2 + 6H2O.
A. C14H12
B. C14H12O4
C. C7H6
D. C7H6O2
6.A mixture consists of Ag, Pb, and Fe metals. Which of these metals will react
with ZnCl2?
A. Ag(s)
B. Pb(s)
C. Fe(s)
D. None of these metals
7.Which of the following statements is true about
4HF + O2?
A. Two grams of O2 are produced when 2 g F2 reacts with 2 g H2O.
B. Two moles of HF are produced when 1 mol F2 reacts with 1 mol H2O.
C. For every 2 mol O2 produced, 6 mol HF are produced.
D. For every 1 mol H2O that reacts, 2 mol O2 are produced.
SHORT ANSWER
8.Determine the products and write a balanced equation for the reaction of solid
magnesium and water.
9.A precipitation of iron(III) hydroxide is produced by reacting an aqueous
solution of iron(III) chloride with an aqueous solution of sodium hydroxide.
Write a balanced chemical equation.
EXTENDED RESPONSE
11.Calcium hypochlorite, Ca(OCl)2, is a bleaching agent produced from sodium
hydroxide, calcium hydroxide, and chlorine. Sodium chloride and water are also
produced in the reaction. Write the balanced chemical equation. If 2 mol NaOH
react, how many moles of calcium hypochlorite can be produced?
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Stoichiometry (CH9)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties can be
used to classify and describe matter and energy.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and
writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds
containing polyatomic ions).
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.2. Apply the mole concept to the composition of matter.
CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.
CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements
and compounds as pure substances.
CHEM.B.1.2.3. Relate the percent composition and mass of each element present in
a compound.
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical
reactions.
CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants
and products involved in a chemical reaction.
CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement,
double replacement, or combustion.
CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis,
decomposition, single replacement, double replacement, combustion).
CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of
Matter.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
Lesson Plan Template
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary
Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures
composition stoichiometry
reaction stoichiometry
mole ratio
limiting reactant
excess reactant
theoretical yield
actual yield
percentage yield
Define stoichiometry.
Describe the importance of the mole ratio in stoichiometric calculations.
Write a mole ratio relating two substances in a chemical equation.
Calculate the amount in moles of a reactant or product from the amount in moles
of a different reactant or product.
Calculate the mass of a reactant or product from the amount in moles of a
different reactant or product.
Calculate the amount in moles of a reactant or product from the mass of a
different reactant or product.
Calculate the mass of a reactant or product from the mass of a different reactant
or product.
Describe a method for determining which of two reactants is a limiting reactant.
Calculate the amount in moles or mass in grams of a product, given the amounts
in moles or masses in grams of two reactants, one of which is in excess.
Distinguish between theoretical yield, actual yield, and percentage yield.
Calculate percentage yield, given the actual yield and quantity of a reactant.
What causes an object to oscillate instead of moving off in a straight line?
6 days
As required to do lab
Critical Thinking Questions:
Carbon disulfide burns in oxygen to yield carbon dioxide and sulfur dioxide
according to the following chemical equation.
CS2(l ) + 3O2(g) → CO2(g) + 2SO2(g)
a. If 1.00 mol CS2 is combined with 1.00 mol O2, identify the limiting reactant.
b. How many moles of excess reactant remain?
c. How many moles of each product are formed?
2. Metallic magnesium reacts with steam to produce magnesium hydroxide and
hydrogen gas.
a. If 16.2 g Mg are heated with 12.0 g H2O, what is the limiting reactant?
b. How many moles of the excess reactant are left?
Lesson Plan Template
c. How many grams of each product are formed?
3. Quicklime, CaO, can be prepared by roasting limestone, CaCO3, according to the
following reaction. CaCO3(s) CaO(s) + CO2(g). When 2.00 × 103 g CaCO3 are heated,
the actual yield of CaO is 1.05 × 103 g. What is the percentage yield?
4. ANALYZING DATA A chemical engineer calculated that 15.0 mol H2 was needed to
react with excess N2 to prepare 10.0 mol NH3. But the actual yield is 60.0%. Write a
balanced chemical equation for the reaction. Is the amount of H2 needed to make
10.0 mol NH3 more, the same, or less than 15 mol? How many moles of H2 are
needed?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
 Section 1: Chapter review 1 thru 3.
 Section 2: Chapter review 5 thru 16.
 Section 3: Chapter review 17 thru 21.
 Practice problems: 22 thru 29.
Suggested Instructional
Strategies
Reaction stoichiometry involves the mass relationships between reactants and products
in a chemical reaction.
• Relating one substance to another requires expressing the amount of each substance
in moles.
• A mole ratio is the conversion factor that relates the amount in moles of any two
substances in a chemical reaction. The mole ratio is derived from the balanced
equation.
• Amount of a substance is expressed in moles, and mass of a substance is expressed by
using mass units such as grams, kilograms, or milligrams.
• Mass and amount of substance are quantities, whereas moles and grams are units.
• A balanced chemical equation is necessary to solve any stoichiometric problem.
• In an ideal stoichiometric calculation, the mass or the amount of any reactant or
product can be calculated if the balanced chemical equation and the mass or amount of
any other reactant or product is known.
• In actual reactions, the reactants may be present in proportions that differ from the
stoichiometric proportions required for a complete reaction in which all of each
reactant is converted to product.
• The limiting reactant controls the maximum possible amount of product formed.
• For many reactions, the quantity of a product is less than the theoretical maximum for
that product. Percentage yield shows the relationship between the theoretical yield and
actual yield for the product of a reaction.
Formative Assessment
1.In stoichiometry, chemists are mainly concerned with
A. the types of bonds found in compounds.
B. mass relationships in chemical reactions.
C. energy changes occurring in chemical reactions.
D. the speed with which chemical reactions occurs.
2.Assume ideal stoichiometry in the reaction CH4 + 2O2 → CO2 + 2H2O. If you
know the mass of CH4, you can calculate
A. only the mass of CO2 produced.
B. only the mass of O2 reacting.
Lesson Plan Template
C. only the mass of CO2 + H2O produced.
D. the mass of O2 reacting and CO2 + H2O produced.
4.For the reaction below, how many moles of N2 are required to produce 18 mol
NH3?
N2 + 3H2 → 2NH3
A. 4.5 C. 18
B. 9.0 D. 36
5.What mass of NaCl can be produced by the reaction of 0.75 mol Cl2?
2Na + Cl2 → 2NaCl
A. 0.75 g C. 44 g
B. 1.5 g D. 88 g
6.What mass of CO2 can be produced from 25.0 g CaCO3 given the
decomposition reaction CaCO3 → CaO + CO2
A. 11.0 g C. 25.0 g
B. 22.0 g D. 56.0 g
7.If a chemical reaction involving substances A and B stops when B is completely
used up, then B is referred to as the
A. excess reactant. C. limiting reactant.
B. primary reactant. D. primary product.
8.If a chemist calculates the maximum amount of product that could be obtained
in a chemical reaction, he or she is calculating the
A. percentage yield.
B. mole ratio.
C. theoretical yield.
D. actual yield.
9.What is the maximum number of moles of AlCl3 that can be produced from 5.0
mol Al and 6.0 mol Cl2?
2Al + 3Cl2 → 2AlCl3
A. 2.0 mol AlCl3 C. 5.0 mol AlCl3
B. 4.0 mol AlCl3 D. 6.0 mol AlCl3
SHORT ANSWER
10.Why is a balanced equation necessary to solve a mass-mass stoichiometry
problem?
11.What data are necessary to calculate the percentage yield of a reaction?
EXTENDED RESPONSE
12.A student makes a compound in the laboratory and reports an actual yield of
120%. Is this result possible? Assuming that all masses were measured correctly,
give an explanation.
13.Benzene, C6H6, is reacted with bromine, Br2, to produce bromobenzene,
C6H5Br, and hydrogen bromide, HBr, as shown below.When 40.0 g of
benzene are reacted with 95.0 g of bromine, 65.0 g of bromobenzene is produced.
C6H6 + Br2 → C6H5Br + HBr
a.Which compound is the limiting reactant?
b.What is the theoretical yield of bromobenzene?
c. What is the reactant in excess, and how much
remains after the reaction is completed?
d.What is the percentage yield?
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Gases (CH11)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms
of matter and/or energy.
CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.
CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a
quantitative observation.
CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or
molecular structure.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds
and writing chemical formulas (e.g., binary covalent, binary ionic, ionic
compounds containing polyatomic ions).
CHEM.A.2. Atomic Structure and the Periodic Table
CHEM.A.2.3. Explain how periodic trends in the properties of atoms allow for
the prediction of physical and chemical properties.
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.2. Apply the mole concept to the composition of matter.
CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.
CHEM.B.1.2.2. Apply the law of definite proportions to the classification of
elements and compounds as pure substances.
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CHEM.B.2.1.5. Balance chemical equations by applying the Law of
Conservation of Matter.
CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior of
gases.
CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the
number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyle’s law, Charles’s law, Dalton’s law of partial pressures, the
combined gas law, and the ideal gas law).
CHEM.B.2.2.2. Predict the amounts of reactants and products involved in a
chemical reaction using molar volume of a gas at STP.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Lesson Plan Template
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary

pressure, partial pressure, Boyle's law, Charles's law, Gay-Lussac's law,
combined gas law, molar volume of a gas, ideal gas law
Objectives

Define pressure, give units of pressure, and describe how pressure is
measured.
State the standard conditions of temperature and pressure and convert
units of pressure.
Calculate partial pressures and total pressures, using Dalton’s law of
partial pressures.
Explain the relationships between gas volume, temperature, and pressure,
using the kinetic-molecular theory.
Calculate volume-pressure changes at constant temperature, using Boyle’s
law.
Calculate volume-temperature changes at constant pressure, using
Charles’s law.
Calculate pressure-temperature changes at constant volume, using GayLussac’s law.
Calculate volume-temperature-pressure changes, using the combined gas
law.
State the law of combining volumes.
State Avogadro’s law and explain its significance.
Define standard molar volume of a gas, and use it to calculate gas masses
and volumes.
Calculate pressure, volume, temperature, or amount of gas when the other
three quantities are known, using the ideal gas law.
Describe the process of diffusion.
State Graham’s law of effusion
State the relationship between the molecular velocities of two gases and
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Lesson Plan Template
Essential Question(s)
Duration
Materials
Instructional Procedures
their molar masses
How are changes in matter accompanied by changes in energy?
5 days
As required to do lab
Critical Thinking Questions:
A 250 mL sample of gas is collected at 57°C. What volume will the gas
sample occupy at 25°C?
H2 reacts according to the following equation representing the synthesis of
ammonia gas:
N2(g) _ 3H2(g) →2NH3(g)
If 1 L of H2 is consumed, what volume of ammonia will be produced at
constant temperature and pressure, based on Gay-Lussac’s law of combining
volumes?
A 7.00 L sample of argon gas at 420. K exerts a pressure of 625 kPa. If the gas
is compressed to 1.25 L and the temperature is lowered to 350. K, what will
be its new pressure?
Chlorine in the upper atmosphere can destroy ozone molecules, O3. The
reaction can be represented by the following equation:
Cl2(g) _ 2O3(g) →2ClO(g) _ 2O2(g)
How many liters of ozone can be destroyed at 220 K and 5.0 kPa if 200.0 g of
chlorine gas react with it?
A gas of unknown molar mass is observed to effuse through a small hole at
one-fourth the effusion rate of hydrogen. Estimate the molar mass of this gas.
(Round the molar mass of hydrogen to two significant figures.)
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Suggested Instructional
Strategies
Independent Activity, Small Group Activity
Groups consider and analyze data gathered from lab(s)
Whole Class Discussion, Reflection
 Section 1: Chapter review 1 thru 11.
 Section 2: Chapter review 12 thru 33.
 Section 3: Chapter review 34 thru 52.
 Section 4: Chapter review 53 thru 55.
 Students frequently think that the gas laws apply to real gases. Remind
them that they are abstractions that apply to ideal gasses and apply to real
gasses abstractly.
 Students are often unclear about whether gas law references to pressure
refer to it exerted by the gas or the pressure exerted on the gas. Most of
the time they are the same.
 Students may wonder about the fact that temp measurements have a
lowest possible value (0K) but no maximum value. Discuss with them the
Lesson Plan Template
relationship between temperature and particle motion.
Students may think that the size of one unit is the same for all temperature
scales. The size of a K is the same as the size of a Celsius degree, the F
unit differs in size.
 Students may think that because the molecules shown in the figures are
drawn large, the volume of gas depends on the volume of the molecules.
Remind students that in reality gas molecules are very far apart at ordinary
temperatures and pressures and that the sizes of the molecules themselves
are inconsequential when compared to the total volume of the gas.
1. Pressure can be measured in
A. grams. C. pascals.
B. meters. D. liters.

Formative Assessment
2. A sample of oxygen gas has a volume of 150 mL when its pressure is 0.923
atm. If the pressure is increased to 0.987 atm and the temperature remains
constant, what will the new volume be?
A. 140 mL C. 200 mL
B. 160 mL D. 240 mL
3. What is the pressure exerted by a 0.500 mol sample of nitrogen in a 10.0 L
container at 20°C?
A. 1.2 kPa C. 0.10 kPa
B. 10 kPa D. 120 kPa
4. A sample of gas in a closed container at a temperature of 100.0°C and 3.0 atm
is heated to 300.0°C.What is the pressure of the gas at the higher temperature?
A. 35 atm C. 59 atm
B. 4.6 atm D. 9.0 atm
5. An unknown gas effuses twice as fast as CH4. What is the molar mass of the
gas?
A. 64 g/mol C. 8 g/mol
B. 32 g/mol D. 4 g/mol
6. If 3 L N2 and 3 L H2 are mixed and react according to the equation below,
how many liters of unreacted gas remain? Assume temperature and pressure
remains constant. N2(g) + 3H2(g) → 2NH3(g)
A. 4 L C. 2 L
B. 3 L D. 1 L
7.Avogadro’s law states that
A. equal numbers of moles of gases at the same conditions occupy equal
volumes, regardless of the identity of the gases.
B. at constant pressure, gas volume is directly proportional to absolute
temperature.
C. the volume of a gas is inversely proportional to its amount in moles.
D. at constant temperature, gas volume is inversely proportional to pressure.
SHORT ANSWER
8. Give a molecular explanation for the observation that the pressure of a gas
increases when the gas volume is decreased.
Lesson Plan Template
Related Materials and
Resources




Chapter 10: Fluids — pp. 275–302
Student Study Guide — pp. 10-1–10-16
Instructor's Solution Manual — pp. 150–176
Test Items File — pp. 161–176
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Solutions (CH12)
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms
of matter and/or energy.
CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.
CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a
quantitative observation.
CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or
molecular structure.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds
and writing chemical formulas (e.g., binary covalent, binary ionic, ionic
compounds containing polyatomic ions).
CHEM.A.1.2. Compare the properties of mixtures.
CHEM.A.1.2.1. Compare properties of solutions containing ionic or molecular
solutes (e.g., dissolving, dissociating).
CHEM.A.1.2.2. Differentiate between homogeneous and heterogeneous mixtures
(e.g., how such mixtures can be separated).
CHEM.A.1.2.3. Describe how factors (e.g., temperature, concentration, surface
area) can affect solubility.
CHEM.A.1.2.4. Describe various ways that concentration can be expressed and
calculated (e.g., molarity, percent by mass, percent by volume).
CHEM.A.1.2.5. Describe how chemical bonding can affect whether a substance
dissolves in a given liquid.
B. The Mole Concept and Chemical Interactions
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical
reactions.
CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of
reactants and products involved in a chemical reaction.
CHEM.B.2.1.5. Balance chemical equations by applying the Law of
Conservation of Matter.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
Lesson Plan Template
Vocabulary
Objectives
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
 soluble
 solution
 solvent
 solute
 suspension
 colloid
 electrolyte
 nonelectrolyte
 solution equilibrium
 saturated solution
 unsaturated solution
 supersaturated solution
 solubility
 hydration
 immiscible
 miscible
 Henry’s law
 effervescence
 solvated
 enthalpy of solution
 concentration
 molarity
 molality
 Distinguish between heterogeneous and homogeneous mixtures.
 List three different solute-solvent combinations.
 Compare the properties of suspensions, colloids, and solutions.
 Distinguish between electrolytes and non-electrolytes.
 List and explain three factors that affect the rate at which a solid solute
dissolves in a liquid solvent.
 Explain solution equilibrium, and distinguish among saturated,
unsaturated, and supersaturated solutions.
 Explain the meaning of like dissolves like in terms of polar and nonpolar
Lesson Plan Template
substances.
List the three interactions that contribute to the enthalpy of solution, and
explain how they combine to cause dissolution to be exothermic or
endothermic.
 Compare the effects of temperature and pressure on solubility.
 Calculate the concentration of a solution, given the mass of solute and
volume of solvent.
 Determine the amount of solute in a given amount of solution, given the
concentration of the solution.
 Determine the amount of solution that contains a given amount of solute,
given the concentration of the solution.
What makes temperature different from heat?
11 days
As required to do lab

Essential Question(s)
Duration
Materials
Instructional Procedures
Critical Thinking Questions:
1. A 0.80 kg aluminum canteen containing 0.10 kg of ice falls from the
backpack of a skydiver jumping from a plane flying at 200 m/s in level
flight at 1000 m. If 70% of the kinetic energy at impact is transferred
into the canteen and its contents, what is the final temperature and
condition of the contents in the canteen?
2. A 200 kg crate slides from rest down the length of an inclined plane
tilted at 40°. If the coefficient of friction for the contact surfaces is
0.45, what quantity of heat is generated? Express your answer in joules
and calories.
3. If the radiation from the sun falling on the earth is measured at 6250
W/cm2 and the emissivity is 1, what is the surface temperature of the
sun?
4. A 300 g copper calorimeter contains a 400 g mixture of ice and water.
Fifteen grams of superheated steam at 120°C is added to the mixture.
The equilibrium temperature was measured to be 13.5°C. How much
ice was initially in the calorimeter?
5. Water flowing at 6.50 m/s goes over the edge of a 70.0 m waterfall. If
90% of the energy change goes into heating the water, what is the
temperature difference between the bottom and top of the waterfall?
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
Section 1: Chapter review 1 thru 5.
Section 2: Chapter review 6 thru 14.
Section 3: Chapter review 19 thru 30.
Suggested Instructional
Strategies
Solutions are homogeneous mixtures.
• Mixtures are classified as solutions, suspensions, or colloids, depending on the size of
the solute particles in the mixture.
Lesson Plan Template
• The dissolved substance is the solute. Solutions that have water as a solvent are
aqueous solutions.
• Solutions can consist of solutes and solvents that are solids, liquids, or gases.
• Suspensions settle out upon standing. Colloids do not settle out, and they scatter light
that is shined through them.
• Most ionic solutes and some molecular solutes form aqueous solutions that conduct
an electric current. These solutes are called electrolytes.
• Nonelectrolytes are solutes that dissolve in water to form solutions that do not
conduct.
A solute dissolves at a rate that depends on the surface area of the solute, how
vigorously the solution is mixed, and the temperature of the solvent.
• The solubility of a substance indicates how much of that substance will dissolve in a
specified amount of solvent under certain conditions.
• The solubility of a substance depends on the temperature.
• The solubility of gases in liquids increases with increases in pressure.
• The solubility of gases in liquids decreases with increases in temperature.
• The overall energy absorbed as heat by the system when a specified amount of solute
dissolved during solution formation is called the enthalpy of solution.
• Two useful expressions of concentration are molarity and molality.
• The molar concentration of a solution represents the ratio of moles of solute to liters
of solution.
• The molal concentration of a solution represents the ratio of moles of solute to
kilograms of solvent.
Formative Assessment
Water is an excellent solvent because
A. it is a covalent compound.
B. it is a nonconductor of electricity.
C. its molecules are quite polar.
D. it is a clear, colorless liquid.
2.Two liquids are likely to be immiscible if
A. both have polar molecules.
B. both have nonpolar molecules.
C. one is polar and the other is nonpolar.
D. one is water and the other is methyl alcohol, CH3OH.
3.The solubility of a gas in a liquid would be
increased by an
A. addition of an electrolyte.
B. addition of an emulsifier.
C. agitation of the solution.
D. increase in its partial pressure.
4.Which of the following types of compounds is most likely to be a strong electrolyte?
A. a polar compound
B. a nonpolar compound
C. a covalent compound
D. an ionic compound
5.A saturated solution can become supersaturated under which of the following conditions?
A. It contains electrolytes.
B. The solution is heated and then allowed to cool.
C. More solvent is added.
D. More solute is added.
6.Molarity is expressed in units of
A. moles of solute per liter of solution.
B. liters of solution per mole of solute.
C. moles of solute per liter of solvent.
D. liters of solvent per mole of solute.
Lesson Plan Template
7.What mass of NaOH is contained in 2.5 L of a
0.010 M solution?
A. 0.010 g C. 2.5 g
B. 1.0 g D. 0.40 g
8.Which one of the following statements is false?
A. Gases are generally more soluble in water under high pressures than under low pressures.
B. As temperature increases, the solubilities of some solids in water increase and the solubilities of
other solids in water decrease.
C. Water dissolves many ionic solutes because of its ability to hydrate ions in solution.
D. Many solids dissolve more quickly in a cold solvent than in a warm solvent.
SHORT ANSWER
9.Several experiments are carried out to determine the solubility of cadmium iodide, CdI2, in
water. In each experiment, a measured mass of CdI2 is added to 100 g of water at 25C and the
mixture is stirred. Any undissolved CdI2 is then filtered off and dried, and its mass is determined.
Results for several such experiments are shown in the table below. What is the solubility of CdI 2 in
water at this temperature?
EXTENDED RESPONSE
10.Explain why oil and water do not mix.
11.Write a set of instructions on how to prepare a solution that is 0.100 M KBr, using solid KBr
(molar mass 119 g/mol) as the solute. Your instructions should include a list of all materials
and equipment needed.
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Ions in Aqueous solutions and colligative properties (CH13)
ADD SPECIFFIC
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary
Objectives
Essential Question(s)
Duration
Materials
Instructional Procedures


How do the kinetic theory and Ideal Gas law interact?
3 days
As required to do lab
Critical Thinking Questions:
1.
Pair Share
Discuss answers from above.
Lesson Plan Template
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection

Suggested Instructional
Strategies
Formative Assessment
Related Materials and
Resources


Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Description/Guiding Questions
ADV Chemistry
Acids and bases (CH14)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties can be
used to classify and describe matter and energy.
CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of
matter and/or energy.
CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.
CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a
quantitative observation.
CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and
writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds
containing polyatomic ions).
CHEM.A.1.2. Compare the properties of mixtures.
CHEM.A.1.2.1. Compare properties of solutions containing ionic or molecular solutes
(e.g., dissolving, dissociating).
CHEM.A.1.2.2. Differentiate between homogeneous and heterogeneous mixtures
(e.g., how such mixtures can be separated).
CHEM.A.1.2.4. Describe various ways that concentration can be expressed and
calculated (e.g., molarity, percent by mass, percent by volume).
B. The Mole Concept and Chemical Interactions
CHEM.B.1. The Mole and Chemical Bonding
CHEM.B.1.1. Explain how the mole is a fundamental unit of chemistry.
CHEM.B.1.1.1. Apply the mole concept to representative particles (e.g., counting,
determining mass of atoms, ions, molecules, and/or formula units).
CHEM.B.1.2. Apply the mole concept to the composition of matter.
CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.
CHEM.B.1.3. Explain how atoms form chemical bonds.
CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic and
covalent bonding.
CHEM.B.1.4. Explain how models can be used to represent bonding.
CHEM.B.1.4.1. Recognize and describe different types of models that can be used to
illustrate the bonds that hold atoms together in a compound (e.g., computer models,
ball-and-stick models, graphical models, solid-sphere models, structural formulas,
skeletal formulas, Lewis dot structures).
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical
reactions.
CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants
and products involved in a chemical reaction.
CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement,
double replacement, or combustion.
CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis,
decomposition, single replacement, double replacement, combustion).
CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of
Matter.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
Lesson Plan Template
Vocabulary
Objectives
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
binary acid
oxyacid
Arrhenius acid
Arrhenius base
strong acid
weak acid
Brønsted-Lowry acid
Brønsted-Lowry base
Brønsted-Lowry
Acidbase reaction
monoprotic acid
polyprotic acid
diprotic acid
triprotic acid
Lewis acid
Lewis base
Lewis acid-base reaction
conjugate base
conjugate acid
amphoteric
neutralization
salt
List five general properties of aqueous acids and bases.
Name common binary acids and oxyacids, given their chemical formulas.
List five acids commonly used in industry and the laboratory, and give two
Lesson Plan Template
Essential Question(s)
Duration
Materials
Instructional Procedures
properties of each.
Define acid and base according to Arrhenius’s theory of ionization.
Explain the differences between strong and weak acids and bases.
Define and recognize Brønsted-Lowry acids and bases.
Define a Lewis acid and a Lewis base.
Name compounds that are acids under the Lewis definition but are not acids
under the Brønsted-Lowry definition.
Describe a conjugate acid, a conjugate base, and an amphoteric compound.
Explain the process of neutralization.
Define acid rain, give examples of compounds that can cause acid rain, and
describe effects of acid rain.
What are acids? What are bases?
6 days
As required to do lab
Critical Thinking Questions:
1. Complete and balance the equations for the following acid-base reactions:
a.
b.
c.
d.
2. Consider the equation for acetic acid plus water. CH3COOH + H2O →
CH3COO– + H3O+
a. Refer to Table 6 to compare the strengths of the two acids in the equation.
Do the same for the two bases.
b. Determine which direction—forward or reverse—is favored in the reaction.
Critical Thinking
3. INFERRING RELATIONSHIPS Explain how the presence of several
oxygen atoms in a compound containing an −OH group can make the
compound acidic.
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
Section 1: Chapter review 1 thru 7.
Section 2: Chapter review 12, 13.
Section 3: Chapter review 19 thru 25.
Suggested Instructional
Strategies
• Acids have a sour taste and react with active metals. Acids change the colors of acidbase indicators, react with bases to produce salts and water, and conduct electricity in
aqueous solutions.
• Bases have a bitter taste, feel slippery to the skin in dilute aqueous solutions, change
the colors of acid-base indicators, react with acids to produce salts and water, and
conduct electricity in aqueous solution.
• An Arrhenius acid contains hydrogen and ionizes in aqueous solution to form
hydrogen ions. An Arrhenius base produces hydroxide ions in aqueous solution.
• The strength of an Arrhenius acid or base is determined by the extent to which the
Lesson Plan Template
acid or base ionizes or dissociates in aqueous solutions.
• A Brønsted-Lowry acid is a proton donor. A Brønsted-Lowry base is a proton acceptor.
• A Lewis acid is an electron-pair acceptor. A Lewis base is an electron-pair donor.
• Acids are described as monoprotic, diprotic, or triprotic depending on whether they
can donate one, two, or three protons per molecule, respectively, in aqueous solutions.
Polyprotic acids include both diprotic and triprotic acids.
• In every Brønsted-Lowry acid-base reaction, there are two conjugate acid-base pairs.
• A strong acid has a weak conjugate base; a strong base has a weak conjugate acid.
• Proton-transfer reactions favor the production of the weaker acid and base.
• The acidic or basic behavior of a molecule containing IOH groups depends on the
electronegativity of other atoms in the molecule and on the number of oxygen atoms
bonded to the atom that is connected to the IOH group.
• A neutralization reaction produces water and an ionic compound called a salt.
• Acid rain can create severe ecological problems.
Formative Assessment
1.Which of the following is not a characteristic of an acid?
A. An acid changes the color of an indicator.
B. An acid has a bitter taste.
C. An acid ionizes in water.
D. An acid produces hydronium ions in water.
2.When an acid reacts with an active metal,
A. the hydronium ion concentration increases.
B. the metal forms anions.
C. hydrogen gas is produced.
D. carbon dioxide gas is produced.
3.Which of the following is a Brønsted-Lowry base?
A. an electron pair donor
B. an electron pair acceptor
C. a proton donor
D. a proton acceptor
4.Which acid is the most commonly produced industrial chemical?
A. hydrochloric acid
B. acetic acid
C. nitric acid
D. sulfuric acid
5.Which of the following is a conjugate pair?
A.H+ and OH−
B. NH2
− and NH4 +
C. HCl and Cl−
D.H2SO4 and SO4 2−
6.What is the formula for acetic acid?
A. CH3COOH
B. HNO3
C. HClO4
D.HCN
7.Which of the following species is the conjugate acid of another species in the
list?
A. PO4 3−
B. H3PO4
C. H2O
D.H2PO4−
Lesson Plan Template
8.Identify the salt that forms when a solution of H2SO4 is titrated with a solution
of Ca(OH)2.
A. calcium sulfate
B. calcium hydroxide
C. calcium oxide
D. calcium phosphate
9.Which of the following statements is true for the reaction below?
HF(aq) + HPO4 2−(aq
aq) + H2PO4−(aq)
A. HF is the base.
B. HPO4 2− is the acid.
C. F− is the conjugate base.
D. H2PO4 − is the conjugate base.
SHORT ANSWER
10.How does a strong acid differ from a weak acid? Give one example of each.
11.Identify the conjugate acid-base pairs in the following reaction:
HClO2(aq) + NH3(aq
−(aq) + NH4 + (aq)
EXTENDED RESPONSE
12. Phosphoric acid, H3PO4, has three hydrogen atoms and is classified as a
triprotic acid. Acetic acid, CH3COOH, has four hydrogen atoms and is classified
as a monoprotic acid. Explain the difference, and justify your explanation by
drawing the Lewis structure for both acids.
13.Write the full equation, ionic equation, and net
ionic equation for the neutralization reaction between ammonia and sulfuric acid.
Identify the spectator ion(s).
Related Materials and
Resources
Lesson Plan Template
Content Attribute
Subject/Course
Title
Standard/Eligible Content
(Alignments)
Vocabulary
Description/Guiding Questions
ADV Chemistry
Acid Base titrations and pH (CH15)
A. Structure and Properties of Matter
CHEM.A.1. Properties and Classification of Matter
CHEM.A.1.1. Identify and describe how observable and measurable properties
can be used to classify and describe matter and energy.
B. The Mole Concept and Chemical Interactions
CHEM.B.2. Chemical Relationships and Reactions
CHEM.B.2.1. Predict what happens during a chemical reaction.
CC.3.6.11-12.A.
Write arguments focused on discipline-specific content.
CC.3.6.11-12.B.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CC.3.6.11-12.C.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CC.3.6.11-12.E.
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
CC.3.6.11-12.F.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
CC.3.6.11-12.G.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CC.3.6.11-12.H.
Draw evidence from informational texts to support analysis, reflection, and
research.
CC.3.6.11-12.I.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
self-ionization of water
pH
pOH
acid-base indicators
transition interval
pH meter
titration
Lesson Plan Template
equivalence point
end point
standard solution
primary standard
Objectives
Describe the self-ionization of water.
Define pH, and give the pH of a neutral solution at 25°C.
Explain and use the pH scale.
Given [H3O+] or [OH−], find pH.
Given pH, find [H3O+] or [OH−].
Describe how an acid-base indicator functions.
Explain how to carry out an acid-base titration.
Calculate the molarity of a solution from titration data.
Essential Question(s)
Duration
Materials
Instructional Procedures
How do electric forces and electric fields interact?
3 days
As required to do lab
1. Name an appropriate indicator for titrating the
following:
a. a strong acid and a weak base
b. a strong base and a weak acid
2. If 20.0 mL of 0.0100 M aqueous HCl is required to neutralize 30.0 mL of
an aqueous solution of NaOH, determine the molarity of the NaOH solution.
3. Suppose that 20.0 mL of 0.010 M Ca(OH)2 is required to neutralize 12.0
mL of aqueous HCl solution. What is the molarity of the HCl solution?
Critical Thinking
4. PREDICTING OUTCOMES Sketch the titration curve for 50.0 mL of 0.10
M NH3 that is titrated with 0.10 M HCl.
Pair Share
Discuss answers from above.
Whole Class, Mini Lesson
Labs IAW syllabus
Independent Activity, Small Group Activity
Lab Notebook entry
Whole Class Discussion, Reflection
 Perform titrations
Suggested Instructional
Strategies
• Pure water undergoes self-ionization to give 1.0 × 10–7 M H3O+ and 1.0 × 10−7 M
OH− at 25°C.
• pH = −log[H3O+]; pOH = −log[OH−]; at 25°C, pH + pOH = 14.0.
• At 25°C, acids have a pH of less than 7, bases have a pH of greater than 7, and neutral
solutions have a pH of 7.
• If a solution contains a strong acid or a strong base, the [H3O+], [OH−], and pH can be
calculated from the molarity of the solution. If a solution contains a weak acid or a weak
base, the [H3O+] and the [OH−] must be calculated from an experimentally measured
pH.
• The pH of a solution can be measured using either a pH meter or acid-base indicators.
• Titration uses a solution of known concentration to determine the concentration of a
solution of unknown concentration.
• To determine the end point of a titration, one should choose indicators that change
Lesson Plan Template
color over ranges that include the pH of the equivalence point.
•When the molarity and volume of a known solution used in a titration are known, then
the molarity of a given volume of an unknown solution can be found.
Formative Assessment
MULTIPLE CHOICE
1.Distilled water contains
A.H2O.
B. H3O+.
C. OH−.
D. All of the above
2.What is the pH of a 0.0010 M HNO3?
A. 1.0
B. 3.0
C. 4.0
D. 5.0
3.Which of the following solutions would have a pH value greater than 7?
A. [OH−] = 2.4 × 10−2 M
B. [H3O+] = 1.53 × 10−2 M
C. 0.0001 M HCl
D. [OH−] = 4.4 × 10−9 M
4.If the pH of a solution of the strong base NaOH is known, which property of the
solution can be calculated?
A. molar concentration
B. [OH−]
C. [H3O+]
D. All of the above
5.A neutral aqueous solution
A. has a 7.0 M H3O+ concentration.
B. contains neither hydronium ions nor hydroxide ions.
C. has an equal number of hydronium ions and hydroxide ions.
D. None of the above
6.Identify the salt that forms when a solution of H2SO4 is titrated with a solution
of Ca(OH)2.
A. calcium sulfate
B. calcium hydroxide
C. calcium oxide
D. calcium phosphate
7.The pH of a solution is 6.32.What is the pOH?
A. 6.32
B. 4.8 × 10−7
C. 7.68
D. 2.1 × 10−8
8.The Kw value for water can be affected by
A. dissolving a salt in the solution.
B. changes in temperature.
C. changes in the hydroxide ion concentration.
D. the presence of a strong acid.
9.Which of the pH levels listed below is the most
acidic?
A. pH = 1
B. pH = 5
C. pH = 9
Lesson Plan Template
D. pH = 13
SHORT ANSWER
10.A solution has a pH of 4.75.What is the hydronium ion concentration? Is the
solution acidic or basic?
11.A weak acid that is used as an indicator is added to a strong acid solution
before titration of the strong acid with a strong base. Why doesn’t the weak acid
affect the value calculated for the concentration of the acid?
EXTENDED RESPONSE
12.The hydroxide ion concentration in a solution is 1.6 × 10−11 M. What are the
[H3O+], the pH, and the pOH of the solution?
13.Write the balanced equation and the net ionic equation that represent the
reaction that takes place when milk of magnesia (magnesium hydroxide) reacts
with hydrochloric acid in your stomach.
Related Materials and
Resources