Weldon STEM High School
Standard Chemistry
2010-2011
Course Description: The chemistry course encourages students to investigate of the structure of matter along with
chemical reactions and the conservation of energy in these reactions. Inquiry and project based activities are applied to
the study of the transformation, composition, structure, and properties of substances. Chemistry can be useful in helping
students satisfy their curiosity about why things work, preparing them for career opportunities (even those outside of
science), and producing generally informed citizens. This course does not have an North Carolina End-of-Course test.
Pacing
(Time)
Objectiv
e#
Course Objective
Essential
Questions
(samples)
Resources / Ideas
Goal 1
Specify
dates!
Ex: Aug. 10
State the
Objectiv
e
Number
from the
NC
Standar
d
Course
of Study.
Goal 1
Page 1

List the specific
objective(s) from the
NC Standard Course
of Study to be taught
in the lesson.
Enduring
understanding –
there should only
be 1 or 2 per unit
and it does not
change from day
to day.
Include a variety of materials (textbook, Secondary
readings, magazines, Internet, human resources, Study
Island, SAS/ curriculum pathways; supplemental
materials)
The learner will develop abilities necessary to do and understand scientific inquiry.
(This goal will be used throughout the entire semester)
DRAFT
3/7/2016
1.01
August 9September
3
Page 2
Design, conduct and analyze
investigations to answer
questions related to chemistry.
 Indentify question and
suggest hypotheses.
 Indentify variables.
 Use a control when
appropriate.
 Select and use appropriate
measurement tools.
 Collect and organize data in
tables, charts and graphs.
 Analyze and interpret data.
 Explain observations.
 Make inferences and
predictions.
 Explain the relationship
between evidence and
explanation.
 Indentify how scientist share
findings.
How can I
appropriately
share my findings
with other
scientist?
Primary Resource: Chemistry Modeling Curriculum
http://modeling.asu.edu/participants/participant.html
Measurement of mass
standard unit of mass, unit conversions, use of balance –
scientific notation
Mass and change Lab
Mass of steel wool (compacted vs expanded)
Mass of heated steel wool
Mass of ice and water
Mass of a precipitate
Mass of dissolved sugar
Mass of dissolved Alka-Seltzer
Volume Lab
What is volume and how is it measured?
Compare units of volume
Calculate volume of water in container, measure with
grad cyl. Graph volume in mL vs volume in cm3
DRAFT
3/7/2016
1.02
Analyze reports of scientific
investigations from an
informed scientifically-literate
viewpoint including
considerations of:
 Appropriate sample.
 Adequacy of experimental
controls
 Replication of findings
 Alternative interpretations of
the data
1.03
Analyze experimental design
with regard to safety and use
safe procedures in laboratory
investigations:
 Identify and avoid potential
safety hazards given a
scenario.
 Differentiate between safe
and unsafe procedures.
 Use information from the
MSDS (Material Safety Data
Sheets) to assess chemical
hazards.
Page 3
DRAFT
3/7/2016
The learner will build an understanding of the structure and properties of matter.
Goal 2
(August 9September
3)
2.04
Identify substances using their
physical properties:
 Melting points
 Boiling points
 Density
How can I
identify an
unknown
substance?
Mass, Volume, and Density Lab
Relationship between mass and volume
measure mass & volume of different samples of two
different materials (Al and Fe)
Density of solids and liquids – characteristic property
Density of a gas Activity
Dissolve Alka-Seltzer in water, collect gas by water
displacement
2.01
(This
objectiv
e will e
address
ed
through
out the
semeste
r)
August 27
Page 4
Analyze the historical
development of the current
atomic theory.
 Early contributions:
Democritus and Dalton.
 The discovery of the
electron: Thoomson and
Milikan.
 The discovery of the nucleus,
proton, and neutron:
Rutherford and Chadwick.
 The Bohr Model.
 the quantum mechanical
model
Ti-weekly Assessment
DRAFT
3/7/2016
2.05
September 7
- 17
Analyze the basic
assumptions of kinetic
molecular theory and its
applications:
 Combined Gas Law
What evidence
can I find that
defends the
Kinetic molecular
theory?
Characteristics of gases, liquids and solids,
Kinetic energy & temperature
Demo/discussion: diffusion of gases
Demo/discussion: diffusion of dyes in hot and cold
liquids
Kinetic energy (Ek)- depends on mass and velocity
Demo: Thermal expansion of liquids
Heat water and alcohol in tubes with capillaries to
amplify expansion
PVTn lab
Part 1 – Pressure vs. volume. Use pressure sensor to
record pressure at various volumes, plot P vs V, linearize
to show inverse relationship
Part 2- Pressure vs. number. Record pressure at 10 mL,
open syringe to atmosphere, change volume of air in
syringe (and thus # of particles), reconnect syringe to
pressure sensor, restore volume to 10 mL and record
pressure. Plot P vs. n.
Part 3 – Pressure vs. temperature. Immerse flask with
pressure sensor in water baths ranging from boiling
water down to freezing water. Record pressures, plot P
vs T. Extrapolate line to find absolute zero.
PVTn problems
Use factors to convert P, V, n or T at one set of
conditions to another. Explain effects in terms of
motion of particles.
Page 5
DRAFT
3/7/2016
2.08
September
20-27
Icy Hot Lab
Record temperature of ice until solid has melted,
warmed to 100˚C, then boiled for 3 minutes. Plot T vs.
time, describe what occurs physically and energetically
in all three regions of the graph.
Assess the dynamics of
physical equilibria.
 Interpret phase diagrams
 Factors that affect phase
changes
September
23-1/2 day
The learner will build an understanding of energy changes in chemistry.
Goal 4
4.02
Analyze the law of
conservation of energy,
energy transformation, and
various forms of energy
involved in chemical and
physical processes.
 Differentiate between heat
and temperature
4.03
September 17
Page 6
Analyze the relationship
between entropy and
disorder in the universe.
How can I
distinguish
between the
random motion of
particles and
disorder in the
universe?
New Energy Accounts Activities
Introduce energy bar charts to keep track of how system
stores energy during phase changes and of exchanges
between system and surroundings
Interaction energy (Ei) – attractions between particles
Chemical energy (Ech) – attractions between the smaller
particles that make up “compound particles” (unit 4)
Tri-Weekly Assessment
DRAFT
3/7/2016
4.02
Analyze the law of
conservation of energy,
energy transformation, and
various forms of energy
involved in chemical and
physical processes.
How can I
illustrate the
changes in states
of matter?
Quantitative treatment of energy (heat of fusion,
vaporization)
After students have solid conceptual foundation of
energy storage and transfer, they learn to calculate how
much energy is involved in change.
 Analyze heating and
cooling curves
 Calorimerty, heat of
fusion and heat of
vaporization
calculations.
 Endothermic and
exothermic processes
including interpretation
of potential energy.
 Diagrams (energy vs
reaction pathway),
enthalpy and activation
energy.
4.03
2.02
September
28-October
8
Page 7
Analyze the relationship
between entropy and
disorder in the universe.
Examine the nature of
atomic structure.
 Subatomic particles:
protons, neutrons, and
electrons.
 mass number
 atomic number
 isotopes
How can I use
elements to form
new products?
DRAFT
Evidence for electrical charge in particles
Sticky-Tape Lab
Students examine attractions and repulsions between
charged pieces of tape and other materials.
Observations are the basis for a model of the atom with a
positive inner core and mobile, negatively charged
electrons.
3/7/2016
2.03
Apply the language and
symbols of chemistry.
 Name compounds using
the IUPAC conventions.
 Write formulas of simple
compounds from their
names.
Evidence for compound particles video/demo
Electrolysis of water
Water, a pure substance, can be broken down into two
different pure substances which combine in a fixed ratio.
Conductivity demo/discussion
Conductivity of solution of ionic vs molecular solids
Nomenclature and formulas
Describing the reason that exists for different naming
conventions.
2.04
Identify substances using
their physical properties:
Pure substances vs mixtures Discussion
Compare cooling curves/boiling curves for pure
substances and mixtures
 Melting point
 Boiling point
 Density
Pure substances are atomic, ionic or
molecular
Explain observed behavior (mp, conductivity of melt
and solutions) in terms of basic unit of structure
October 8
Goal 3
Page 8
Tri-Weekly Assessment
The learner will build an understanding of regularities in chemistry.
DRAFT
3/7/2016
3.02
October 1225
October 11Teacher
Workday
Apply the mole concept,
Avogadro’s number and
conversion factors to
chemical calculations.
 Particles to moles
 Mass to Moles
 Volume of a gas to
moles
 Empirical and molecular
formulas
 percent composition
How can I employ Counting particles too small to see
Avogadro’s
Counting by weighing
number in my
study of
“Count” molecules in a jar, grains of sand in a sample by
chemistry?
weighing sample
Avogadro’s Hypothesis & relative mass
Combining volumes of gases
Relative mass, counting by massing
Find mass of equal quantities of various kinds of
hardware, compare masses to lightest item, determine
relative mass of each piece. Perform calculations to find
the mass equivalent to a very large number of pieces.
October 28 ½ day
The mole concept notes and practice
problems
Molar mass , mass mole particles calculations
Molar masses in Periodic Table based on relative masses
Practice using factors to convert g  moles and back
again
Empirical and molecular formulas
Empirical formula lab
Use varying amounts of Zn in xs HCl, find
moles Cl
moles Zn
ratio
Compare to accepted formula from nomenclature rules

Empirical and molecular formula problems
Per cent composition problems
Page 9
DRAFT
3/7/2016
October 29
Tri-Weekly Assessment
Goal 5
The learner will develop an understanding of chemical reactions.
5.02
November
1-5
5.01
Evaluate the Law of
Conservation of Matter.
 Write and balance
formulas and equations.
 Write net ionic
equations.
Evaluate the various types
of chemical reactions.
 Analyze reactions by
types: single
replacement, double
replacement,
decomposition,
synthesis, and
combustion including
simple hydrocarbons.
 Predict products.
5.03
Page 10
How can I defend
the law of
conservation of
matter?
How can I
distinguish
between the
different types of
chemical
reactions?
Representing chemical reactions (Activity)
Making products from reactants
Given unbalanced equations, use colored disks to
represent atoms in molecules of reactants. Rearrange the
“atoms” to form product molecules – no “leftovers”.
Write in coefficients to balance the equation.
Balancing chemical equations practice
Relating equations to descriptions of reactions
Lab: Types of chemical reactions
Students observe and categorize several kinds of
chemical change, then learn to generalize to wider group
of reactions
(Lab: Types of chemical reactions
Students observe and categorize several kinds of
chemical change, then learn to generalize to wider group
of reactions)
Identify and predict the
indicators of chemical
change:
 Formation of a
precipitate
 Evolution of a gas
 Color changes
 Absorption or release of
heat.
DRAFT
3/7/2016
4.02
Analyze the law of
conservation of energy,
energy transformation, and
various forms of energy
involved in chemical and
physical processes.
 Endothermic and
exothermic processes
including interpretation
of potential energy.
Energy effects in chemical reactions
Using Energy Bar charts to represent energy
transformations in chemical processes
Bonds do not “store energy.” Separating atoms in
molecules (or ions in a lattice) always requires energy.
When atoms combine, energy is released. Chemical
energy is the storage mode for interactions between
atoms or ions.
5.04
Identify the physical and
chemical behaviors of acids
and bases.
 General properties of
acids and bases
 Concentration and
dilution of acids and
bases
 Ionization and the degree
of dissociation
(strengths) of acids and
bases.
 Indicators
 acid-base titrations
 pH and pOH
Page 11
DRAFT
3/7/2016
5.05
Analyze
oxidation/reduction
reactions with regard to
the transfer of electrons.
 Assign oxidation
numbers to elements in
REDOX reactions
 Identify the elements
oxidized and reduced
 Write simple half
reactions
 Assess the practical
applications of oxidation
and reduction reactions
5.06
Assess the factors that
affect rates of chemical
reactions.
 The nature of the
reactants
 temperature
 concentration
 surface area
 catalyst
Page 12
DRAFT
3/7/2016
days
November
8-18
3.03
November
11 Holiday
Calculate quantitative
relationships in chemical
reactions (stoichiometry).
 Moles of each species in
a reaction.
 Mass of each species in a
reaction
 Volumes of gaseous
species in a reaction.
How can I predict
the amount
product to be
formed in a
chemical
reaction?
Quantifying change using mole ratios
Fe-CuCl2 lab
Replacement reaction in which Fe is xs reactant. Mole
ratio enables students to write a balanced equation to
describe the reaction.
Mole ratios – BCA table
Students write before, change and after beneath balanced
equation to predict mole ratios based on coefficients.
Primacy of working with moles is emphasized.
Further practice involving mass, % yield and
limiting reactants
Cu-AgNO3 lab (Video/Power Point Presentation)
Replacement reaction in which Cu is xs reactant. Silver
obtained in this lab is converted back to AgNO3 and then
to AgCl in subsequent lab
2.05
Analyze the basic
assumptions of kinetic
molecular theory and its
applications:
Partial pressure
Pressure of each gas in a mixture proportional to the
number of particles of that gas.
 Ideal Gas Equation
 Dalton’s Law of Partial
Pressures
3.02
Molar volume of a gas lab
React Mg with HCl, collect H2 over water, determine
volume of a mole of H2 gas.
Apply the mole concept,
Avogadro’s number and
conversion factors to
chemical calculations.
 Molarity of solutions
Page 13
DRAFT
3/7/2016
November 19
Tri-Weekly Assessment
3.01
November
22-30
Analyze periodic trends in
chemical properties and use
the periodic table to predict
properties of elements.
Atomic and Ionic Radii Straw Activity
Students will create a visual representation of the size of
atomic and ionic radii by comparing them to the height
of straws that symbolize elements on the periodic table




Ionization Energy Graphs
Students will create a graph that compares the
relationships between elements in the same group &
period and their ionization energies.
Groups (families)
Periods
Representative Elements
Electron configuration
and energy levels
 Ionization energy
 atomic and ionic radii
 electronegativity
2.07
Assess covalent bonding in
molecular compounds as
related to molecular
geometry and chemical and
physical properties.
Hog Hilton
Students will learn how to complete electron
configurations by comparing electrons to “lazy” hogs
being place in a hotel, which the students manage and
create room assignments based upon certain rules
What types of
models can I
assemble to
represent
compounds?
 Molecular
 Macromolecular
 Hydrogen bonding and
other intermolecular
forces (dipole/dipole
interaction, dipersion)
 VSEPR theory
Page 14
DRAFT
3/7/2016
4.01
4.04
Analyze the Bohr model in
terms of electron energies
in the hydrogen atom.
 The spectrum of
electromagnetic energy.
 Emmisions and
absorption of
electromagnetic energy
as electrons change
energy levels.
Analyze nuclear energy.
 Radioactivity:
characteristics of alpha,
beta, and gamma
radiation
 Decay equations for
alpha and beta emission
 Half-life
 Fission and fusion
How can I use the
electromagnetic
spectrum?
Electromagnetic and Bohr Model practice
Student practice reading the electromagnetic spectrum
and the Bohr hydrogen model
How can I
recognize nuclear
energy and its
formation?
Nuclear Reaction Notes
Students will be given notes that describe why nuclear
equations happen
Decay Equations and Half-Life Practice
Students will practice working decay equations and halflife equations, predicting products formed or types of
nuclear radiation to be given off
December 1-10
Review of all goals and objectives
December 13-17
Final Exam Week
Page 15
Electromagnetic Spectrum and Bohr Model notes
Students will be taught how the electromagnetic
spectrum and Bohr hydrogen model are used
DRAFT
3/7/2016