PACING GUIDE FOR Chemistry - Grade 11 or 12
MONTHS
August /
September
September/
October
CYCLES
1
2
Standards
(*State standards;
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Glencoe
Chemistry
Matter and Change
Resources For
Differentiation
Safety
1.4 (p. 14-17) and lab 1.1 (to
demonstrate safe lab
practices)
Intro
States of matter
1.2 (p. 7-9)
3.1(p. 54-60)
Physical and chemical properties
and changes
3.2(p.61-65)
Lab 3.1 (p.17)
Lab 3.2 (p.21)
MiniLab (p.68)
Demo – gold pennies p. 6263
Small-scale lab 2
Forensics lab A
Lab - Observing physical
and chemical changes
4.1
4.2
4.3
“Black box” Lab
Atomic structure
 *The nucleus of the atom is
much smaller than the atom
yet contains most of its
mass.
 *The quantum model of the
atom is based on
experiments and analyses
by many scientists,
including Dalton, Thomson,
Bohr, Rutherford, Milliken,
and Einstein.
 *The position of an element
in the periodic table is
related to its atomic
number.
MiniLab p. 102 – isotopes
(pennies)
Lab 4.1 (p. 25)
Lab p. 108-109 (very small
particles)
Discovery Lab p. 117 (or
black box lab)
Part 6 - Page 1 of 5
ACS safety video,
worksheets, and quiz
Lab – Density of soda
PACING Guide for Chemistry - Grade 11 or 12
MONTHS
October/
November
CYCLES
3
November/
December
4
Standards
(*State standards;
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Periodicity
 *The electron
configuration of elements
and their reactivity can be
identified based on their
position in the periodic
table.
 *The periodic table can be
used to identify metals,
semimetals, nonmetals,
and halogens.
 *The periodic table can be
used to identify trends in
ionization energy,
electronegativity, the
relative sizes of ions and
atoms, and the number of
electrons available for
bonding.
Chemical Bonds
 *Atoms combine to form
molecules by sharing
electrons to form covalent
or metallic bonds or by
exchanging electrons to
form ionic bonds.
 *Salt crystals, such as
NaCl, are repeating
patterns of positive and
negative ions held
together by electrostatic
attraction.
 *Chemical bonds between
atoms in molecules such
as H2, CH4, NH3, H2CCH2,
N2, Cl2, and many
biological molecules are
covalent.
 *Lewis dot structures can
provide models of atoms
and molecules.
 *The shape of simple
molecules and their
polarity can be predicted
from Lewis dot
structures.
 *Electronegativity and
ionization energy are
related to bond formation.
Glencoe
Chemistry
Matter and Change
Resources For
Differentiation
Secret Agent activity – as
introductory activity
5.3
“Electron Configuration
Polka” – Chemistry
Songbag
6.1
6.2
“Mendeleev” – Chemistry
Songbag
6.3
Labs – 6.1(similar to Secret
Agent activity)
6.2
7.3 Periodic Puzzle
Research and write a
report on an element.
Make a model of the
element.
8.1
“If It Isn’t Love, What’s Going On?” –
Chemistry songbag
8.2
Lab 8.1 (properties)
Lab 8.2 (formation of a salt)
ChemLab 8 (p. 232 - making
ionic compounds)
9.1
Discovery Lab (p. 241 – oil
and vinegar)
Lab 9.1
9.2
Quick demo – p. 265 – salt
and sugar – how to tell
difference
9.5
Part 6 - Page 2 of 5
Chromatography lab (chem.lab 9 p. 268
or similar lab)
PACING Guide for Chemistry - Grade 11 or 12
MONTHS
CYCLES
December/
January
5
January/
February
6
Standards
(*State standards;
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Chemical Reactions and Solutions
 *Chemical reactions can
be described by writing
balanced equations.
 *The quantity of one mole
is set by defining one
mole of carbon-12 atoms
to have a mass of exactly
12 grams.
 *One mole equals
6.02 x 1023 particles
(atoms or molecules).
 *The molar mass of a
molecule can be
determined from its
chemical formula and a
table of atomic masses.
 *Hess’s law is used to
calculate enthalpy change
in a reaction.
 Students will be able to
describe solutions, calculate
concentrations of solutions,
describe factors that affect
solubility.
Stoichiometry
 Students will be able to
identify limiting reactant in a
chemical reaction.
 Students will be able to
calculate the theoretical
yield of a reaction when
given the amounts of the
reactants (or at least the
limiting reactant).
 Students will be able to
calculate the percent yield
of a chemical reaction from
actual yields and data
needed to calculate
theoretical yield.
Glencoe
Chemistry
Matter and Change
10.1
10.2
Discovery Lab (p. 277 –
observing change)
Lab 10.1
Lab 10.2
Resources For
Differentiation
“A Mole is a Unit” –
Chemistry Songbag
11.1
11.2
11.3
Lab 11.1
Small-scale lab 11
16.4
ChemLab 11 – p. 342 –
hydrated crystals
15.1
15.2
12.1
12.2
12.3
MiniLab (p. 362 – baking
soda stoichiometry)
ChemLab 12 (p. 374)
Lab 12.1
Lab 12.2
12.4
Part 6 - Page 3 of 5
Cold Pack – Previous
CAPT Lab
(Stoichiometry song from
Chemistry Songbag)
PACING Guide for Chemistry - Grade 11 or 12
MONTHS
CYCLES
Standards
(*State standards;
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Glencoe
Chemistry
Matter and Change
CAPT lab - for juniors who are
retaking CAPT
February/
March
7
March/April
8
Reaction Rates
 *The rate of reaction is the
decrease in concentration
of the reactants or the
increase in concentration
of products with time.
 *Reaction rates depend
on such factors as
concentration,
temperature, and
pressure.
 *A catalyst plays a role in
increasing the reaction
rate by changing the
activation energy in a
chemical reaction.
 *Equilibrium is
established when forward
and reverse reaction rates
are equal.
CAPT if students need to retake it
Gases and Gas Laws
 Students will be able to
explain and apply the gas
laws.
 Students will be able to
describe kinetic molecular
theory to explain behavior.
 Students will be able to use
the ideal gas equation to
solve problems.
Resources For
Differentiation
CAPT lab
17.1
PASCO probeware –
temperature and
colorimeter experiments
17.2
MiniLab (p. 539 – RXN rate
& temp.)
ChemLab 17 (p. 550 – RXN
rate and conc.)
Discovery Lab (p. 529 – or
CAPT Tiny Bubbles lab)
CAPT – Tiny Bubbles Lab
18.1
18.2
Lab 18.1
Lab 18.2
Demo – marshmallow
with syringe (?)
14.1
ChemLab 14 (p. 444)
MiniLab (p. 439)
Discovery Lab p. 419 as
demo
Lab 14.1
14.2
14.3
Part 6 - Page 4 of 5
Boyle’s Law Lab with
blocks and syringes
PASCO probeware –
dissolved oxygen
experiment
“The Gas Laws” –
Chemistry Songbag
PACING Guide for Chemistry - Grade 11 or 12
MONTHS
April/May
May/June
CYCLES
9
10
Standards
(*State standards;
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Acids, Bases, and Salts
 Students will be able to
differentiate between acids,
bases, and salts.
 Students will be able to
determine and explain
ionization constants of acids
and relate to strength of
acids and bases.
 Students will be able to
explain the purpose and use
of an indicator.
 Students will be able to
describe and identify
neutralization reactions.
 Students will be able to
perform acid-base titrations.
Organic Chemistry and
Biochemistry
 *The bonding
characteristics of carbon
result in the formation of
a large variety of
structures, ranging from
simple hydrocarbons to
complex biological
molecules and synthetic
polymers.
 *Large molecules
(polymers), such as
proteins, nucleic acids,
and starch, are formed by
repetitive combinations of
organic monomers.
 *Amino acids are building
blocks of proteins.
Glencoe
Chemistry
Matter and Change
Resources For
Differentiation
19.1
Discovery Lab (p. 595)
Quick demo (p. 597)
If burets are not available,
a small-scale titration
may be done using a
pipette.
19.2
MiniLab (p. 604)
19.3
PASCO probeware – pH
experiment
19.4
Lab 19.1
Lab 19.2
Small-scale Lab 17
Small-scale lab 18
Forensics Lab B
ChemLab 19 (p. 626)
“Acids and Bases” –
Chemistry Songbag
22.1
22.2
22.3
22.4
22.5
Discovery Lab (p. 697)
MiniLab p. 751
Discovery Lab (p. 775 –
test for sugars)
Lab 23.2
23.5
24.4
24.2
make slime (p. 737)
24.1
Part 6 - Page 5 of 5
Use “homemade”
indicators like red
cabbage juice and
turmeric.
Make Gak (Flinn)
Diaper lab
Quick demo (p. 782 – test
for starch)