Curriculum Guide
for
CHEMISTRY
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview A University of Texas biologist defined a model as a “substitute” or stand-in for what the scientist is trying to study. In this unit, students will
construct models of various phenomena from empirical data.
Standards/
CPI’s
5.1.12.A.1
5.1.12.A.2
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
Refine interrelationships among
concepts and patterns of evidence
found in different central scientific
explanations.
Paradigm lab on oxidation reduction
reactions: Students will determine which
elements can replace other elements
depending on their position within the
activity series (HRG).
Lab write up in lab
notebook
Textbook pp.
639-642
Develop and use mathematical,
physical, and computational tools to
build evidence-based models and to
pose theories.
White boarding of Holt-based problems on
rate law
Whiteboard
presentations
graded
Textbook pp.
561-572
PhET simulation: Reactions and Rates
Lab write up in lab
notebook
http://phet.color
ado.edu/en/simu
lation/reactionsand-rates
Holt Resource
Guide (HRG)
CD
Textbook pp.
561-572
Textbook pp.
435-457.
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview A University of Texas biologist defined a model as a “substitute” or stand-in for what the scientist is trying to study. In this unit, students will
construct models of various phenomena from empirical data.
Standards/
CPI’s
5.1.12.A.3
Unit Learning Targets As a result of
this segment of learning, students
will…
Use scientific principles and theories to
build and refine standards for data
collection, posing controls, and
presenting evidence.
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Paradigm lab on boiling point elevation of
water, using ethylene glycol solvent.
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
Lab write-up in lab Paradigm lab is
notebook; students teacher
will compare
designed.
observed and
accepted values for
boiling point
elevation constant.
Content Area: Chemistry Target Course/Grade level: 10
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview In this section, students will be exposed to the tentative nature of science as they construct and refine models using empirical data.
Standards/
CPI’s
5.1.12.B.1
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlation
relationships, and anomalous data
Lab activity: Uncertainty of Measurements
(HRG)
Evidence of
Learning
Formative and
Summative
measures
Lab report written
in lab notebook
Resources Books,
articles, text, etc.
Textbook pp.
44-56
Holt Resource
Guide (HRG)
CD
PhET simulation: Density
PhET worksheet
collected and
graded.
Textbook pp.
44-56
http://phet.color
ado.edu/sims/de
nsity-andbuoyancy/densit
y_en.html
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Lab activity: Boyle’s Law (HRG)
Lab report written
in lab notebook;
graphical analysis
Textbook pp.
361-389
Content Area: Chemistry Target Course/Grade level: 10
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview In this section, students will be exposed to the tentative nature of science as they construct and refine models using empirical data.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
used to analyze PV dependence
Resources Books,
articles, text, etc.
Graphical
Analysis
Holt Resource
Guide (HRG)
CD
PhET simulation: Gas Properties
Textbook pp.
361-389
http://phet.color
ado.edu/en/simu
lation/gasproperties
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Lab activity: Flame tests for metal ions
(HRG)
PhET Activity: Models of the Hydrogen
Lab results written
in lab notebook;
students will also
be required to
identify an
unknown sample.
Textbook pp.
97-110
PhET worksheet
Textbook pp.
Holt Resource
Guide (HRG)
CD
Content Area: Chemistry Target Course/Grade level: 10
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview In this section, students will be exposed to the tentative nature of science as they construct and refine models using empirical data.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Atom
Evidence of
Learning
Formative and
Summative
measures
collected and
graded.
Resources Books,
articles, text, etc.
97-110
http://phet.color
ado.edu/en/simu
lation/hydrogenatom
PhET simulation: Build an Atom
PhET worksheet
collected and
graded
Textbook pp.
97-110
Website:
http://phet.color
ado.edu/en/simu
lations/category/
chemistry
PhET simulation: Molecules and Light
PhET worksheet
collected and
graded
Textbook pp.
97-110
Website:
http://phet.color
ado.edu/en/simu
lation/molecules
Content Area: Chemistry Target Course/Grade level: 10
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview In this section, students will be exposed to the tentative nature of science as they construct and refine models using empirical data.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
-and-light
PhET simulation Neon and Other Discharge
Tubes
PhET worksheet
collected and
graded
Textbook pp.
97-110
http://phet.color
ado.edu/en/simu
lation/dischargelamps
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
pH Lab: titration of acetic acid (HRG)
Lab results written
in lab notebook;
students will
perform multiple
trials to examine
consistency
between data sets.
Textbook pp.
511-521
Holt Resource
Guide (HRG)
CD
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
5.2.12.A.1
Use atomic models to predict the
behaviors of atoms in interactions.
White boarding of Holt-based problems on
intermolecular forces.
Whiteboard
presentations of
problem solutions.
Textbook pp.
203-207
5.2.12.A.2
Account for the differences in the
physical properties of solids, liquids,
and gases
Paradigm lab #1: Melting and Freezing of
paradichlorobenznene (adapted from HRG)
Lab write up in lab
notebook, using
graphical analysis.
Holt Resource
Guide (HRG)
CD
Textbook pp.
329-351
Vernier
Graphical
AnalysisTM
Paradigm lab #2: Molar Heat of Fusion of
Ice (HRG)
Lab writeup in lab
notebook. Students
will compare
observed and
accepted values of
heats of fusion.
Holt Resource
Guide (HRG)
CD
Textbook pp.
329-351
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Paradigm Lab #3: States of Matter
Evidence of
Learning
Formative and
Summative
measures
PhET worksheets
collected and
graded
Resources Books,
articles, text, etc.
http://phet.color
ado.edu/en/simu
lation/states-ofmatter
Textbook pp.
329-351
5.2.12.A.3
Predict the placement of unknown
Paradigm Lab: Periodicity of Representative Lab write up in lab
elements in the Periodic Table based on Elements (PHRG)
notebook.
their physical and chemical properties
Samples of
sodium,
potassium,
Carbon,
antimony,
copper, sulfur
Textbook pp.
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
133-164
Prentice-Hall
Resource Guide
(PHRG)
5.2.12.A.4
Explain how the properties of isotopes,
including half-lives, decay modes, and
nuclear resonances, lead to useful
applications of isotopes
PhET simulation: Isotopes and Atomic
Mass
PhET worksheets
collected and
graded.
Website:
http://phet.color
ado.edu/en/simu
lation/isotopesand-atomicmass
Textbook pp.
681-697
PhET simulation: Alpha Decay
PhET worksheets
collected and
graded.
Website
http://phet.color
ado.edu/en/simu
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
lation/alphadecay
Textbook pp.
681-697
Lab Activity: Half-Life of a Sugar Cube
(PHRG)
Lab report written
in lab notebook.
Prentice-Hall
Resource Guide
Textbook pp.
681-697
Lab Activity: Modeling Decay and Half Life
Lab report written
in lab notebook.
Holt Resource
Guide CD
Textbook pp.
681-697
5.2.12.A.5
Describe the process by which solutes
dissolve in solvents.
Paradigm Lab: Salts and Solubility (PhET)
PhET worksheet
collected and
graded.
Textbook pp.
401-418
Website
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
http://phet.color
ado.edu/en/simu
lation/solublesalts
Paradigm Lab: Temperature dependence of
solubility of potassium nitrate (HRG)
Lab report written
in Lab notebook.
Textbook pp.
401-418
Holt Resource
Guide CD
5.2.12.A.6
Relate the pH scale to the
concentrations of various acids and
bases.
Paradigm Lab: Titration of Commercial
Household Products
Lab report written
in Lab notebook.
Textbook pp.
499-511
Holt Resource
Guide CD
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Properties of Matter
Essential Questions: Why do we believe in atoms?
Unit Overview The atom is the most basic building of matter. Many physical properties of liquids, solids, and gases can be explained by applying the atomic
matter of model. These physical properties vary regularly with the atomic number of the element, and this variation can be systematically described by using
the periodic table.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
PhET simulation: pH scale
Evidence of
Learning
Formative and
Summative
measures
PhET worksheet
collected and
graded.
Resources Books,
articles, text, etc.
Textbook pp.
499-511
Website
http://phet.color
ado.edu/en/simu
lation/ph-scale.
PhET simulation: Acids and Bases
PhET worksheet
collected and
graded.
Textbook pp.
499-511
Website:
http://phet.color
ado.edu/en/simu
lation/acid-basesolutions
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Changes in Matter
Essential Questions: To what extent is understanding the predictability of changes in matter useful?
Unit Overview An atomic-level understanding of the changes that matter undergoes can be very useful. We start with the formation of covalent bonds using the
paradigm of the Valence Shell Electron Pair Repulsion Theory. From there, students are exposed to the various types of chemical reactions, and they discover
how to balance chemical equations using the law of conservation of mass.
Standards/
CPI’s
5.2.12.B.1
Unit Learning Targets As a result of
this segment of learning, students
will…
Model how the outermost electrons
determine the reactivity of elements
and the nature of the chemical bonds
they tend to form.
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
Whiteboarding of VSEPR problems from
Holt textbook
Whiteboards
collected and
graded.
Textbook pp.
195-207
Paradigm lab: Molecular models; students
will build ball and stick models of organic
compounds.
Lab reports written Applied Science
in lab notebook.
ConceptsTM
Molecular
Model Kits
Textbook pp.
195-207
5.2.12.B.2
Describe oxidation and reduction
reactions, and give examples of
oxidation and reduction reactions that
have an impact on the environment,
such as corrosion and the burning of
fuel.
Paradigm lab on oxidation-reduction
reactions: Students will determine which
elements can replace other elements
depending on their position within the
activity series
Lab reports written Textbook pp.
in lab notebook.
639-642
Holt Resource
Guide (HRG)
CD
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Changes in Matter
Essential Questions: To what extent is understanding the predictability of changes in matter useful?
Unit Overview An atomic-level understanding of the changes that matter undergoes can be very useful. We start with the formation of covalent bonds using the
paradigm of the Valence Shell Electron Pair Repulsion Theory. From there, students are exposed to the various types of chemical reactions, and they discover
how to balance chemical equations using the law of conservation of mass.
Standards/
CPI’s
5.2.12.B.3
Unit Learning Targets As a result of
this segment of learning, students
will…
Balance chemical equations by
applying the law of conservation of
mass
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
White boarding of Holt-based problems:
balancing equations by inspection
Paradigm lab: kitchen chemistry; students
will observe chemical changes using
common household materials (PHRG)
PhET Activity: Balancing Chemical
Equations
PhET Activity: Reactants, Products, and
Leftovers
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.
Textbook pp.
260-285
Prentice-Hall
Resource Guide
(PHRG)
http://phet.color
ado.edu/en/simu
lation/balancing
-chemicalequations
Website:
http://phet.color
ado.edu/en/simu
lation/reactantsproducts-andleftovers
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Forms of Energy
Essential Questions: How can we use an atomic model of matter to analyze the behavior of liquids, solids, and gases?
Unit Overview Energy changes always accompany what are called “phase changes”; that is, when solids melt, liquids boil, or gases condense. These phase
changes can be analyzed using the atomic matter of model, and the resulting area of study is called kinetic theory. Students will be exposed to kinetic theory
concepts as a way to predict differences in melting and boiling points, heats of vaporization, and other physical properties.
Standards/
CPI’s
5.2.12.C.1
Unit Learning Targets As a result of
this segment of learning, students
will…
Use the kinetic molecular theory to
describe and explain the properties of
solids, liquids, and gases.
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Whiteboarding of Holt Resource Guide
Worksheet 10-1 (HRG)
Evidence of
Learning
Formative and
Summative
measures
Whiteboard
presentations
graded.
Resources Books,
articles, text, etc.
Textbook pp.
329-333
Holt Resource
Guide (HRG)
CD
5.2.12.C.2
Account for any trends in the melting
points and boiling points of various
compounds.
Paradigm lab: Heat of Crystallization
(HRG)
Lab write up in lab
notebook.
Textbook pp.
342-349
Holt Resource
Guide (HRG)
CD
White boarding of Holt Resource Guide
Worksheet 10-4 (HRG)
Whiteboard
presentation
graded.
Holt Resource
Guide CD
Textbook pp.
342-349
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Energy Transfer and Conservation
Essential Questions: How are energy conservation principles be applied to chemical reactions?
Unit Overview Changes in which atoms are rearranged are accompanied by either the absorption or release of energy. Students are exposed to the quantitative
aspects of energy changes during chemical reactions, including Hess’s Law. They are also exposed to the connection between energetic and kinetics, through
the concept of activation energy.
Standards/
CPI’s
5.2.12.D.2
Unit Learning Targets As a result of
this segment of learning, students
will…
Describe the potential commercial
applications of exothermic and
endothermic reactions.
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Demonstration of exothermic and
Teacher-based
endothermic reactions: Ammonium chloride Socratic questions
dissolving; Sulfuric acid and H2O
Paradigm Lab on Heat of Reaction:
Students will measure the energy released
when a paraffin candle is burned (HRG).
Lab write up in lab
notebook
Resources Books,
articles, text, etc.
Textbook pp.
531-558
Holt Resource
Guide (HRG)
CD
Textbook pp.
531-558
PhET simulation: Reversible Reactions
PhET worksheet
collected and
graded
Textbook pp.
531-558
Website:
http://phet.color
ado.edu/en/simu
lations/category/
chemistry
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Energy Transfer and Conservation
Essential Questions: How are energy conservation principles be applied to chemical reactions?
Unit Overview Changes in which atoms are rearranged are accompanied by either the absorption or release of energy. Students are exposed to the quantitative
aspects of energy changes during chemical reactions, including Hess’s Law. They are also exposed to the connection between energetic and kinetics, through
the concept of activation energy.
Standards/
CPI’s
5.2.12.D.3
Unit Learning Targets As a result of
this segment of learning, students
will…
Describe the products and potential
applications of fission and fusion
reactions
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
PhET simulation: Nuclear Fission
Evidence of
Learning
Formative and
Summative
measures
PhET worksheet
collected and
graded
Resources Books,
articles, text, etc.
Textbook pp.
681-707
http://phet.color
ado.edu/en/simu
lation/nuclearfission
PhET simulation: Beta Decay
Textbook pp.
681-707
http://phet.color
ado.edu/en/simu
lation/betadecay
Textbook pp.
561-572
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Energy Transfer and Conservation
Essential Questions: How are energy conservation principles be applied to chemical reactions?
Unit Overview Changes in which atoms are rearranged are accompanied by either the absorption or release of energy. Students are exposed to the quantitative
aspects of energy changes during chemical reactions, including Hess’s Law. They are also exposed to the connection between energetic and kinetics, through
the concept of activation energy.
Standards/
CPI’s
5.2.12.D.4
Unit Learning Targets As a result of
this segment of learning, students
will…
Model the change in rate of a reaction
by changing a factor.
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
White boarding of Holt-based problems on
rate laws.
Evidence of
Learning
Formative and
Summative
measures
Whiteboard
presentations
graded
Resources Books,
articles, text, etc.
Holt Resource
Guide (HRG)
CD
Content Area: Chemistry
Target Course/Grade level: 10
Unit Title: Energy Transfer and Conservation
Essential Questions: How are energy conservation principles be applied to chemical reactions?
Unit Overview Changes in which atoms are rearranged are accompanied by either the absorption or release of energy. Students are exposed to the quantitative
aspects of energy changes during chemical reactions, including Hess’s Law. They are also exposed to the connection between energetic and kinetics, through
the concept of activation energy.
Standards/
CPI’s
Unit Learning Targets As a result of
this segment of learning, students
will…
Lessons and Activities The learning
experiences that will facilitate engagement
and achievement
Evidence of
Learning
Formative and
Summative
measures
Resources Books,
articles, text, etc.