Hammonton High School
Chemistry Curriculum
Pacing Chart
Chemistry
A. Measurement and lab Skills
B. Matter
1
C. Atomic Theory
D. Radioactivity
Writing Prompt #1 – Density
E. Periodic Table
2
F. Bonding
G. Chemical Nomenclature
Writing prompt #2 – Ionic Bonding
3
H. Chemical Reactions
I. Stoichiometry
J. Gas laws
4
K. Liquids and Solutions
L. Acids and Bases
M. Equilibrium
Hammonton High School
Science Department Materials List
Chemistry
Key Websites:
http://www.sciencespot.net/
http://mrsj.exofire.net/chem/lessons.htm
http://www.chalkbored.com/lessons/chemistry-11.htm
http://www.nclark.net
Textbooks:
General Chemistry:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
CP Chemistry:
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and
Winston. 2002.
AP Chemistry:
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
Chapter Resources - Chemistry
A. Measurement and Lab Skills
Lab Safety - p T31 - T35
Measurement - p 31 - #22, 23, 26-28
Sig Figs - p 67 - #20-26
Scientific Notation - p67 - #30-34
B. Matter
Key Terms - p 31 - #1-30
Key Terms - p 66 - #2, 4-6, 9,10,15-19
C. Atomic Theory
Key Terms - p 107 - #1, 2, 4-29
Electron Configuration - p1 08 - #38-41
D. Radioactivity
Key Terms and Equations- p 669 - #1-7, 9-42
E. Periodic Table
Key Terms - p 150 - #1-39, 49-54
F. Bonding
Ionic Bonding - p 183 - #1-16
Covalent Bonding - p 216 - #1-19, 26-34
G. Naming
Ionic Structures - p 183 - #17-25
Covalent Molecules - p 216 - # 20-25
H. Chemical Reactions
Key Terms - p 292 - #1-12
Balancing Equations - p292 - #13-15, 26-31
Classifying Reactions - p 293 - #16-20, 32-35, 38-40
I. Stiochiometry
Grams to Molecules - p 108 - #42-47
Key Terms - p 251 - #1-11
Grams to Molecules - p 251 - #19-48
Percent Composition - p 253 - #55-57
J. Gas Laws
Key Terms - p 445 - #1, 5-30
Practice Problems - p 446 - #31-56
K. Liquids and Solutions
Key Terms - p 488 - #1-6, 21-36
Practice Problems - p 489 - #41-51
L. Acids and Bases
Key Terms - p 566 - #1-6, 8-11, 16-22
M. Equilibrium
Key Terms - p 521 - #1-43
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: A. Measurement and Lab Skills
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Logically gather, order interpret and report data through an appropriate use of measurement and tools. Students
will learn the basic safety rules in the lab and how to handle various pieces of equipments. Students will also learn
scientific notation, significant figures, and their importance in chemistry class.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.C.3. Consider alternative theories to interpret and evaluate evidence-based
arguments.
5.1.12.C.2. Use data representations and new models to revise predictions and
explanations.
5.1.12.C.1. Reflect on and revise understandings as new evidence emerges.
5.1.12.B.4. Develop quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
5.1.12.B.3. Revise predictions and explanations using evidence, and connect
explanations/arguments to established scientific knowledge, models, and theories.
5.1.12.B.2. Build, refine, and represent evidence-based models using mathematical,
physical, and computational tools.
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to
determine measures of central tendencies, causal/correlational relationships, and
anomalous data.
5.1.12.A.3. Use scientific principles and theories to build and refine standards for data
collection, posing controls, and presenting evidence.
5.1.12.A.2. Develop and use mathematical, physical, and computational tools to build
evidence-based models and to pose theories.
Unit Essential Questions:
How is the metric staircase used to solve metric conversions?
Why is the metric system important?
What are the three base units involved in metric measurements?
How can temperature be converted between English and metric units?
What are significant figures and how are they used in lab and calculations?
Why is scientific notation useful in quantities measured in chemistry?
Why is it important to be able to make accurate measurements?
How would you plan a complex scientific investigation to yield the most valuable information possible?
.
Unit Enduring Understandings:
Mathematics is a tool used to model objects, events and relationships in the natural and designed world
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Use various instruments to make measurements.
Use the metric system in making measurements.
Use significant figures when making measurements.
Use scientific notation when performing scientific calculations.
Learn appropriate safety techniques to be used in the laboratory.
Develop logical thinking patterns.
Write lab reports in a timely manner. (CP and Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz- Metric system and conversion
Quiz - Lab Safety and scientific method
Gen - Chapter Test on introductory math
Honors - Chapter 1 and 2 review in text
CP - Chapter 2 review
Formative Assessments:
Conversion problems practice
Significant figures practice problems
Student Self-Assessment and Reflection:
Lab conclusion in lab notebook
Essay relating the importance of metric conversions to the everyday life
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources
Printed Materials
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Lab Safety - p T31 - T35
Measurement - p 31 - #22, 23, 26-28
Sig Figs - p 67 - #20-26
Scientific Notation - p67 - #30-34
General Chemistry Websites
http://www.sciencespot.net/
http://mrsj.exofire.net/chem/lessons.htm
http://www.chalkbored.com/lessons/chemistry-11.htm
http://www.nclark.net
Internet Resource Links
Scientific Method/Lab Safety Worksheets/Activities -http://www.sciencespot.net/Pages/classgen.html#Anchor3
Metric Mania Activities - http://www.sciencespot.net/Pages/classmetric.html
Crash of Flight 143 -
http://mrsj.exofire.net/chem/docs/meas_ec.pdf
Instructional Guidelines: Aligning Learning Activities
Demos
1. Floating bubbles
2. Density column
3. Melting ice cube in a density column to show that the density of ice is different than water
4. Ignite water. (Drop of hexane in bottom of beaker)
5. Red and green tomatoes, which is more dense
6. Regular and diet soda, which is more dense
7. Sinking ice in alcohol
8. Drop of red hot and blue cold water
9. Hexane ramp
Lab Safety
1.
2.
3.
4.
Metrics
Demo, Acid in the eye, cake in the face,
Demonstrate eye wash, show location of fire extinguisher, first aid kit.
Show lab safety video
Safety quiz
1. Discussion and demonstrate the basic SI units of measurement for mass, length, time, temperature etc.
2. Give a worksheet with the metric prefixes and have them memorize symbols and power
3. Show powers of 10 ppt. (Online resource)
4. Unit conversion lab using everyday items
5. Teach the DRUL rule for converting units
6. G/C doing metric conversions on worksheets
7. Assessment : Metric conversion quiz
Exponential Notation
1. Worksheets and discussion putting numbers in exponential notation and expanding them
2. Worksheets and discussion on Mathematical operations both by hand and using a calculator.
3. Show and practice using the EE button on the calculator.
Measurement and Accuracy
1.
2.
3.
4.
Demonstrate and explain the importance of reading instruments to the correct degree of accuracy. READ
BETWEEN THE LINES: ALL THAT YOU KNOW AND ONE THAT YOU DONT
Worksheets reading balances, thermometers, graduated cylinders etc.
Explain the difference between accuracy and precision (Dart Board) (Dart board video game link)
G/C Pass around graduated cylinders filled with water and read, or measure things to correct degree on
balance.
5. Measurement Mania activity
6. Flight 143 (reading and writing skills)
7. Calibrate a thermometer lab for accuracy and scientific method.
Significant Figures
1.
2.
Identify which numbers are significant and which are not using worksheets.
Worksheets computing mathematical operations and rounding to the correct number of significant
figures. (CP and Hon)
3. Activity measuring different equipment to the correct number of sig figs.
4. Assessment: Math operations with sig figs, exponents and conversions.
Factor Label
1.
2.
3.
4.
5.
6.
Density
1.
2.
3.
4.
Factor label cards to introduce unit cancellation.
Jabberwocky poem
Worksheet using word problems to show the factor label method
Unit conversions using factor label method
Word problems using factor label including moles.
Assessment: factor label quiz
Explain what density is and demonstrate using demos above.
Give formula and do practice calculations to reinforce sig figs and manipulating equations.
Density lab to practice measuring mass and volume of a liquid to the correct degree of accuracy and graph
data. Explain independent and dependent variables, graph on excel and find the formula of a line.
Compare with the accepted values and find the percent error and compare with the rest of the class and
discuss accuracy and precision. (Flynn Lab manual: volume 1 page 33)
Measure mass and volume of two unknown liquids and identify based on density.
Performance Tasks
Measurement Mania
Students will be expected to work through several stations containing several different types of substances and
with a variety of measuring devices for use. The students must decide which devices to use in order to find mass,
volume, and area if applicable. They will fill out a worksheet with their answers including an explanation of why
they chose the methods that they did and the amount of accuracy and precision they believe they achieved. (all
levels)
Factor Label cards
Students will be given a pile of index cards with stickers on them and have to set them up in such a way to mimic a
factor label problem in which units are cancelled. Offers a great visual of the set up of factor label. (Gen and CP)
Density Lab
Students will find the mass and volume of various samples of metal shots using the triple beam balance and the
water displacement method. They will then graph the mass vs. volume to find the slope of the line which
represents density. They will then compare their measured data to the accepted data and write a report. (All
levels)
Lab Safety
Students will watch a video on lab safety, practice using some apparatus (bunsen burner, glassware etc.) Take a
quiz on lab equipment and do observations on chemicals. Go over how to keep a lab notebook.
Calibrate a Thermometer
Using theoretical freezing points and boiling points; calibrate a thermometer to identify independent and
dependent variables. Plot data and obtain the equation of the line using a graphing program. (CP and Hon)
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: B. Matter
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Describe the characteristic properties of each phase of matter and how they relate to matter behavior. Describe
the classification of pure substances and mixtures as well as methods of separation.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.2.12.A.2. Account for the differences in the physical properties of solids, liquids, and gases.
5.2.12.B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each
change involves energy.
5.2.12.C.1. Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.
Unit Essential Questions:
What are the particle arrangements of solids, liquids and gasses?
Why aren't mixtures pure substances?
What processes are used to separate mixtures?
What are the characteristic properties of metals, non-metals, and metalloids?
Why does a golf ball feel heavier than a table tennis ball?
Explain how to determine the relative densities of liquids.
List three clues that indicate a chemical change might be taking place.
Describe the difference between chemical change and a physical change.
Describe solids, liquids, and gases in terms of shape and volume.
Why can the volume of gas change?
Compare endothermic and exothermic changes. (CP and Hon)
What are the characteristics of elements?
How do elements relate to atoms?
What are the parts of an atom?
What are the characteristics of a molecule?
How do molecules relate to a compound?
What are the characteristics of a mixture?
How does a mixture differ from a compound?
Unit Enduring Understandings:
The atomic structures of materials determine their properties.
Changes in matter can be physical or chemical (new substance formed).
A change in energy, whether it’s exothermic or endothermic, accompanies every change in matter.
Matter can be classified as either either a pure substance or a mixture.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Classify matter into elements, compounds and mixtures (heterogeneous and homogeneous).
Distinguish between chemical and physical properties and changes.
Describe the three phases of matter in terms of intermolecular attractive forces.
Describe methods of how to separate a mixture into its components.
Distinguish between exothermic and endothermic energy changes.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz - Matter classification
Quiz - Elements names & symbols
Gen – Test on matter and changes
CP - Chapter 1 review
Honors - Chapter 3 review
Formative Assessments:
Do-now activities
Matter and change practice
Physical and chemical changes practice sheet
Elements names & symbols practice problems
Class discussion on classification
Fill in matter classification table
Matter classification practice worksheets
Student Self-Assessment and Reflection:
Students will classify 3-5 different substances and explain the importance of classifying matter.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 31 - #1-30
Key Terms - p 66 - #2, 4-6, 9,10,15-19
Internet Resource Links:
http://www.youtube.com/watch?v=ReMe348Im2w
http://www.middleschoolscience.com/bag.htm
http://behschem.pbworks.com/f/Chemical+and+Physical+Change+lab.pdf
Virtual Chem/Phys Changes (Gen) - http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf
http://cpr.molsci.ucla.edu/cpr/data/library/400093/resources/res001/file/matter_flowchart.pdf
States of Matter Webquest (Gen) - http://www.sciencespot.net/Media/statesofmatter.pdf
Instructional Guidelines: Aligning Learning Activities
Properties of Matter
1. Identify atoms and elements.
1. Memorize element symbols. (Gen. will memorize on top 20 most common elements)
2. Identify the difference between chemical and physical properties using worksheets
3. Decipher between extensive and intensive physical properties. (CP and Hon)
4. Pass around objects and identify properties
5. Demonstrate volatility by acetone on skin
6. Demonstrate density with density blocks
7. Demonstrate volatility and odor with moth balls
Physical and Chemical Changes
1.
2.
3.
4.
5.
6.
Identify the difference between chemical and physical changes. worksheet
Phase changes, phase diagram: worksheet
G/C Lab identifying physical vs. chemical changes
G/C Separation of a mixture lab (Flynn Lab manual: volume 1 page 53)
G/C Evidence of a Chemical change lab (Flynn Lab manual: volume 1 page 65)
Demos: Burning the gummy bear, comparing a colored solution to a chemical change, nitric acid on
penny.
7. Demonstrate phase changes with dry ice.
8. Lab: Reaction in a bag for scientific method and matter
Classification of Matter
1. Identify between elements, compounds, homogeneous and heterogeneous mixtures
2. Nuts and bolts lab (Flynn Lab manual: volume 1 page 85)
Atoms and Moles
1.
2.
3.
4.
5.
Explain Avogadro’s number and introduce moles
Mole Day activities
Video happy mole day
Show the relationship between atoms, moles and grams using the bridge and factor label.
Moles and mass conversion worksheet
PERFORMANCE TASKS
Physical and Chemical Changes Lab
Students will observe various reactions. The students then give the evidence to support which reaction
occurred. (all levels)
Separation of a Mixture
Students will separate and analyze the properties of the components in a mixture. (Gen will use hot plates instead
of Bunsen burner)
What is a chemical reaction?
The signs of chemical change include: formation of a precipitate, release of a gas, a color change, or a temperature
change. The purpose of this experiment is to examine the chemical properties of hydrochloric acid and copper
chloride, to identify the types of reactions that they undergo, and to determine if the law of conservation of mass
applies to a sample chemical reaction in one of these series. (all levels)
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: C. Atomic Theory
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
The historical progression of atomic theory is discussed including the major scientists and their major
accomplishments. The structure of the atom, including protons, neutrons, electrons, and quarks will be described.
Students will learn how to write out quantum numbers and electron configurations of various elements and
isotopes.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12. B.2. Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12. C.1. Reflect on and revise understandings as new evidence emerges.
5.1.12. C.2. Use data representations and new models to revise predictions and explanations.
5.1.12. D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.1.12. D.1. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas,
observations, and experiences.
5.1.12. D.2. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
5.2.12. A.1. Use atomic models to predict the behaviors of atoms in interactions.
5.2.12. A.3. Predict the placement of unknown elements on the Periodic Table based on their physical and
chemical properties.
Unit Essential Questions:
What evidence led scientists to conclude that matter is made of atoms in the first place? How did that evidence
lead to the ideas originally put forth?
What evidence caused scientists to modify the original theories? How did that evidence lead to the modifications
of the original theory?
What is the current model of atomic structure and how does it fit with the data we now have?
Do atoms really exist or are they just concepts invented by scientists? What evidence is there in your everyday life
for the existence of atoms?
How does the quantum model aid in a better understanding of the structure of the atom?
What are your limits of understanding the quantum mechanical model? Why might Bohr's planetary model be
more "comfortable"?
Unit Enduring Understandings:
The make-up of the atom is essential in understanding the properties of materials and how they interact with
other substances.
Students will understand what makes a model a strong or weak representation of a theory. They will discern how
models aid or inhibit understanding of scientific concepts.
They will understand how to identify the underlying assumptions and limits (including those of scale) of a concrete
model used to explain a theoretical idea.
They will also have an understanding of the principles and evolution of modern atomic theory.
They will understand how observations and data are incorporated into a scientific model.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Describe the historical development of the Atomic Theory.
Draw atomic models and label the components.
List the forces holding the atom together (CP and Hon)
Relationship between mass number, atomic number, and isotopes
Construct electron configurations
Explain quantum mechanics, specifically the idea that energy is quantized (CP and Hon)
List the subatomic particles
Describe the four quantum numbers that identify an electrons location within the atom (CP and Hon)
Distinguish between ground state and excited state electron configurations
Identify an element by comparing its bright-line spectrum to given spectra. (Real world connection: neon lights,
fireworks, spectral analysis of stars, forensic analysis).
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Isotopes (CP and Hon)
Quiz – Protons, Neutrons, and Electron Configuration
Test – Atomic Structure; Light and the Atom, electron configuration
Formative Assessments:
Do Now activities
The Structure of the Atom Review 3.2
Structure of the atom practice sheets
Discussion of the historical progression of the atomic theory
Electron configuration and quantum numbers practice worksheets
Student Self-Assessment and Reflection:
Students will write a reflection on their presentation of the scientists. The students will grade their peers using the
rubric.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 107 - #1, 2, 4-29
Electron Configuration - p1 08 - #38-41
Internet Resource Links:
Electron Density Pencil Drop Lab http://www.docfish.com/2007-2008/315/315_00_labs/315_L07_Pencil_Drop.doc,
http://mrsj.exofire.net/chem/docs/eprob_lab.doc
Penny Isotope Lab http://www.sciencenetlinks.com/pdfs/isotopes_actsheet.pdf,
http://mrsj.exofire.net/chem/docs/density_lab.doc
M&M Isotope Lab http://www.leaps.ucsb.edu/pages/projects/IsotopeLab.pdf
Electron Configuration Battleship http://mrsj.exofire.net/chem/docs/ecbattleship_act.doc
Cathode Ray Tube Video http://www.youtube.com/watch?v=XU8nMKkzbT8&NR=1
Milikan Oil Drop Experiment Video http://www.youtube.com/watch?v=XMfYHag7Liw
Rutherford Gold Foil Experiment Video http://www.youtube.com/watch?v=5pZj0u_XMbc
Heisenberg Uncertainty Principle Video http://www.youtube.com/watch?v=KT7xJ0tjB4A
Instructional Guidelines: Aligning Learning Activities
Demos
1. Rutherford scattering
2. Cathode ray tube
3. Atomic spectra lab
History of the Atom
1. Influential scientists (Gen - media center research and presentations)
2. Video of oil drop experiment
Light Spectra
1. Flame test demo
2. Light spectra of elements lab
Atomic Organization
1.
2.
3.
4.
5.
6.
7.
Protons, neutrons, electrons
Periodic table flash cards
Draw Bohr models
Electron configuration battleship (CP and Hon)
Isotopes
M&M isotope lab
Penny isotope lab
PERFORMANCE TASKS
Flame Test Lab
Students will discover how the flame test fits in with atomic concepts.
Penny Isotope Lab
Students will calculate the percentage of isotopes.
Spectroscopy
The students will observe the color of light emitted from various spectrum tubes and identify the unknown
element
Mole Day Activities
Mole power point
Make a poster
Make a t-shirt
Take a picture at 6:02
Electron Density
Students drop darts onto a bull’s eye to determine the shape of the s-orbital of an electron cloud. Also students
will graph data and interpret the resulting distribution plot.
Electron Configuration Battleship
Students will further their practice at writing electron configurations by playing battleship game. (CP and Hon)
Mole Cookies
The students make cookies using recipe that reviews metric and unit conversions and mole calculations.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: D. Radioactivity
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Nuclear chemistry is the study of changes that occur within the nuclei of atoms. Nuclear reactions also release
different types of radiation. Applications of nuclear chemistry include the medical field, clean energy, self defense
& military, etc.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.C.1. Reflect on and revise understandings as new evidence emerges.
5.1.12.D.1. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas,
observations, and experiences.
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.
5.2.12.D.2. Describe the potential commercial applications of exothermic and endothermic reactions.
5.2.12.D.3. Describe the products and potential applications of fission and fusion reactions.
Unit Essential Questions:
How do stable atoms and isotopes differ?
How do alpha particles, beta particles, positrons, and gamma radiation differ in mass, charge, ionizing power, and
penetrating power?
What are the risks and benefits of radioactivity?
What would happen to someone exposed to alpha radiation? Beta? Gamma?
What is the difference between nuclear fission and fusion?
Unit Enduring Understandings:
The natural decay of the nucleus of the atom is an extremely useful energy source.
Unstable nuclei are radioactive – which means they release alpha, beta, or gamma radiation.
Nuclear equations are balanced in terms of mass and nuclear charge.
Nuclear fusion and fission both have useful applications in our everyday lives.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Write and balance the equations for nuclear reactions.
Discuss the concept of radioactivity and the differences in each type.
Discuss half-life reactions. (CP and Hon)
Describe the risks and benefits of fission and fusion reactions.
Describe the applications of nuclear reactions.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Radioactivity
Quiz – Balancing nuclear reactions
Test – Radioactivity
Formative Assessments:
Do Now Activities
Half-life Practice (CP and Hon)
The Incredible Hulk class discussion
Balancing Reactions Practice Worksheet
Decay Series Practice Worksheet
Class discussion on nuclear energy and radioactivity
Student Self-Assessment and Reflection:
Students will discuss and write about how radioactivity affects the world and their lives.
Students will write an essay describing the effects of nuclear energy and predicting how nuclear energy can affect
our future.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
Internet Resource Links:
You Tube Video on Duck & Cover - http://www.youtube.com/watch?v=IKqXu-5jw60
HowStuffWorks – Atomic Bomb http://www.howstuffworks.com/nuclear-bomb.htm
HowStuffWorks – Nuclear Power Plants http://www.howstuffworks.com/nuclear-power.htm
Chernobyl Videos – check YouTube
General Chemistry Textbook Resources
Key Terms and Equations- p 669 - #1-7, 9-42
Instructional Guidelines: Aligning Learning Activities
Demos
Alpha source radioactivity demonstration
Activities
Duck and cover video and discussion
Hulk comic book activity
Video on Chernobyl
Nuclear power plants and explosions videos, HowStuffWorks, discussion
Alpha, beta decay series of radioactive elements practice problems
Fission vs. fusion applications
Ping pong chain reaction video
Nuclear applications poster project and presentation
PERFORMANCE TASKS
Penny Half Life Lab
Students will gain a better understanding of the concept of half-life through a penny (head vs. tail) simulation. (CP
and Hon)
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: E. Periodic Table
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
The Periodic Table is a tool that all scientists use. It can be used to describe and predict the nature of elements
and chemical reactions. The organization of the periodic table is based on atomic arrangement which results in
specific trends. This unit explores the various uses that the periodic table has in chemistry.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.2.12.A.1. Use atomic models to predict the behaviors of atoms in interactions.
5.2.12.A.2. Account for the differences in the physical properties of solids, liquids, and gases.
5.2.12.A.3. Predict the placement of unknown elements on the Periodic Table based on their physical and chemical
properties.
5.2.12.B.1. Model how the outermost electrons determine the reactivity of elements and the nature of the
chemical bonds they tend to form.
Unit Essential Questions:
How is the periodic table organized?
What is the significance of valence electrons to chemical properties?
What trends are present within the periodic table?
What are the properties and location of alkai metals, alkali earth metals, transition metals, halogens, and noble
gases?
What is significant about the noble gases?
What are differences between metals, nonmetals, and metalloids?
Unit Enduring Understandings:
The periodic table was not organized in one day, it is the compilation of many years of scientists’ research.
Elements in the same row and column share similar properties due to their atomic arrangement.
The periodic table provides a way of mapping the elements in such a way that much useful information can be
incurred about individual elements.
The first 93 elements are naturally occurring, whereas the later elements are man-made.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Identify the valence electrons of atoms using the periodic table.
Justify why valence electrons play a role in the interaction of atoms.
Trace the development of the periodic table and identify key features of the periodic table.
Predict the probable electron gain or loss for elements in a specific column.
Predict the characteristics of elements knowing the characteristics of another element in that family.
Compare period and group trends of atomic size, reactivity, and ionization energy (CP and Hon) based on atomic
structure.
Explain the current organization structure of the periodic table
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Trends in Periodic Table
Test – Periodic Table
Formative Assessments:
Do Now activities
Trends on PT practice sheet
Creating and coloring personal periodic tables
Practice drawing Bohr diagrams
Practice classifying elements based on properties and location on periodic table
Discussion on periodic table history
Student Self-Assessment and Reflection:
Students will write a reflection on their presentation of the elements. The students will grade their peers using the
rubric.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 150 - #1-39, 49-54
Internet Resource Links:
http://www.privatehand.com/flash/elements.html
http://www.youtube.com/watch?v=m55kgyApYrY
http://www.webelements.com/
Periodic Table Puns (good for extra credit): http://www.sciencespot.net/Media/elempuns.pdf,
http://www.sciencespot.net/Media/elempuns2.pdf, http://www.sciencespot.net/Media/elempnsansw.pdf
Element Project (Gen): http://www.sciencespot.net/Media/adtelempjt.pdf
Element Baby Book (Gen): http://www.sciencespot.net/Media/elementbabybook.pdf
Periodic Table Puzzle: http://mrsj.exofire.net/chem/docs/perpuzzle_act.pdf
Periodic Table Poster Project Webquest http://www.mccsc.edu/~jduncan/chap10/ppp.htm
Element Trading Cards (Gen) http://www.sciencespot.net/Media/elemtradcds.pdf
Element Song http://www.privatehand.com/flash/elements.html also check Youtube
Instructional Guidelines: Aligning Learning Activities
Demos
1. Lithium, sodium, and potassium in water
History
1. Video of origin of periodic table
2. Element poster project
Periodic Trends
1. Color periodic table (Gen)
2. Bohr diagram group activity to uncover periodic trends
3. Periodic table card game (Krissy)
4. Periodic table mystery games
Chemical and Physical Properties
1.
2.
3.
4.
Chemical and physical properties of metals
Chemical and physical properties of non-metals
Make soap (Cp and Hon)
Guess the element activity
PERFORMANCE TASKS
Periodic Table Lab
Set up a generic table (ways to get from here to there) in a periodic fashion. Identify the trends and relate them to
the real periodic table. (CP)
Draw Atomic Models
Students will draw the models of the atoms for elements 1-20 on a worksheet pre-gridded in a table set up like the
periodic table. They will see introductory information that can be determined from the periodic table such as
number of valence electrons, number of shells, and size of the atom. (Gen only)
Elemental Sudoku
Complete a sudoku puzzle in which each block should be elements from a different period on the PT.
Periodic Table Puzzle
Students will complete a periodic table of elements by using various clues about properties of the various
elements.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: F. Bonding
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Chemical bonding will occur if the overall thermodynamic stability will increase. Bonding is normally classified as
ionic, covalent, or metallic. Different types of bonding occur based on element location on the periodic table; thus
each type has specific properties associated with it. Identify different types of chemical bonds and the shapes of
molecules.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.B.3. Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.1.12.C.1. Reflect on and revise understandings as new evidence emerges.
5.2.12.A.1. Use atomic models to predict the behaviors of atoms in interactions.
5.2.12.B.1. Model how the outermost electrons determine the reactivity of elements and the nature of the
chemical bonds they tend to form.
Unit Essential Questions:
Why do bonds form?
Why are some elements more stable than others?
How do you explain the continuum between ionic and covalent boding?
How do intramolecular bonds relate to intermolecular bonds? (CP and Hon)
How do shape, electro negativity, and polarity relate to one another? (CP and Hon)
Why is energy released when bonds form and absorbed when bonds break?
How does an ionic bond form?
How does a covalent bond form?
What are the major similarities and differences between ionic and covalent bonds?
Unit Enduring Understandings:
All bond forces are a result of the attraction of opposites.
The formation of bonds releases energy and energy is required to break a bond.
Bonding occurs in patterns related to the periodic table.
The stability of constituent entities is dependant upon their bonding characteristics. (CP and Hon)
Chemical bonding in matter results in the formation of new compounds.
Non-polar covalent bonds result in equal sharing of electrons whereas ionic bonding results in completely
removing electrons from one element.
VESPR theory can be used to predict molecular shapes for covalent compounds.
The shape of a molecule affects the molecule’s physical and chemical properties.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Chemical bonds involve electron transfer or sharing.
Chemical bonds result from the simultaneous attraction of electrons by two atomic nuclei
Bonding is a continuum ranging from complete electron transfer to equal sharing of electrons
Valence electrons are the outermost electrons most likely to be involved in bonding
Electro negativity is a relative attractive force atoms have to a bonding pair of electrons (CP and Hon)
Bonds result in the pairing of electrons.
Ionic bonds are a result of an electron transfer
Covalent bonds are the result of electron sharing
A molecule is polar if there is an asymmetrical electron distribution. Determined by shape and electro negativity
difference. (CP and Hon)
Formulas for ionic compounds refer to the simplest whole number ratio of ions that result in a net charge of zero,
while the formulas for molecular compounds refer to the number of atoms of each constituent element.
Intermolecular forces are forces between 1 molecule and its neighbor.
intermolecular forces include London Forces, Dipole-Dipole, and Hydrogen Bonding (CP and Hon)
Intermolecular forces are forces within a molecule.
Intermolecular forces include covalent and polar covalent bonding.
order of bond strength from strongest to weakest is covalent, ionic, metallic, dispersion, hydrogen, and dipoledipole (CP and Hon)
Energy is required to break a bond and released when bonds form.
When net energy is released the reaction is exothermic and when it is absorbed it is endothermic. (CP and Hon)
An activity series is an experimental analysis of the data comparing elements within the periodic table.
Oxidation is a loss of electrons. Metals get oxidized. (CP and Hon)
Reduction is a gain of electrons. Non-metals get reduced. (CP and Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Drawing Lewis structures
Quiz – Ionic Bonding using Criss Cross Rule
Quiz – Molecular Shapes
Unit Test – Ionic Bonding
Unit Test – Covalent Bonding
Formative Assessments:
Do Now Activities
Complete a chart including electron dot diagrams, structural diagrams, shape, and polarity.
Use examples and diagrams to give meaning to the difference of the numbers in a molecular formula versus an
ionic formula.
Practice determining molecular structures using manipulatives
Practice drawing covalent bonding
Student Self-Assessment and Reflection:
Students chose 5-7 substances and identify whether they are ionic or covalently bonded. Will support their
responses with information from the unit.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Ionic Bonding - p 183 - #1-16
Covalent Bonding - p 216 - #1-19, 26-34
Internet Resource Links:
Element Dance Party Video - http://www.youtube.com/watch?v=wBCmt_pJTRA
Candy Compounds (Gen) - http://www.sciencespot.net/Media/candycompounds.pdf
Bonding with a Classmate (Gen) - http://www.sciencespot.net/Media/chembond.pdf,
http://www.sciencespot.net/Media/chembondwkst.pdf
Ionic Formula Activity – Spin Wheel - http://mrsj.exofire.net/chem/docs/formfun_act.pdf
Ionic Bonding Resources - http://www.chalkbored.com/lessons/chemistry-11/bonding-ionic-answers.ppt,
http://www.chalkbored.com/lessons/chemistry-11/bonding-how-atoms-combine.pdf
Covalent Bonding Resources - http://www.chalkbored.com/lessons/chemistry-11/bonding-covalentanswers.ppt
Instructional Guidelines: Aligning Learning Activities
Demos
1.
2.
Light bulb demonstration to show ionic vs. covalent electricity properties. Test solutions of pure water,
salt water, and sugar water using the light bulb device. Ask students to predict what will happen in each
case.
Element dance party video to show how different elements would interact in the real world. Students can
create their own videos or posters as an extra credit opportunity.
Ionic
1.
2.
Jeopardy game
Ionic bonding card game (crazy 8's or wheel spinning game) to practice building compounds.
Covalent
1.
2.
3.
Electron negativity arranging exercise to show patterns on the periodic table (Gen)
Molecular kits activities – building molecules and discovering shapes
Gum drop lab – Students build their own organic molecule using C, N, O, H, and halogens and must
include at least 3 molecular shapes.
PERFORMANCE TASKS
Molecular Model Lab
Students will use molecular models to analyze molecular formulas in terms of bond capacity, and orientation. The
overall shape of the molecule is determined from this. Polarity is investigated in the context of this analysis. This
information is used to investigate the breaking and formation of bonds in various chemical reactions. The bond
angles, hybrid and shapes will be identified.
Solids Lab
Make observations on several different types of solids to identify how properties such as melting point, solubility,
conductivity, hardness and volatility are based on the whether the bonds are ionic, metallic, polar or non-polar
molecular or intra-molecular covalent bonding.
Penny alloy
Coat a penny in Zinc dust and hold it in a Bunsen burner to create brass.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: G. Chemical Nomenclature
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Utilize knowledge of chemical bonding to properly name chemical compounds. Students will learn the specific
rules for ionic and covalent naming as well as a list of common names for various compounds.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.D.1. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas,
observations, and experiences.
5.1.12.D.2. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
Unit Essential Questions:
What information is conveyed by a chemical formula?
How can a formula be derived from the name of a compound?
How is a substance named based on its chemical formula?
How is the percent composition of a formula determined?
How do you write the formula of a hydrate? (CP and Hon)
How are acids named? (CP and Hon)
What are the common names for frequently used chemicals?
Unit Enduring Understandings:
Scientists have created a universal way of writing and naming compounds.
Ionic compounds are named by combining the cation and anion names.
Covalent compounds are named by using the element names and a series of prefixes.
Acids are named using the prefix “hydro-“ due to their ability to donate protons.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Write formulas for compounds when given a compound name.
Name compounds using the appropriate system when given a formula.
Calculate molecular and empirical formulas (CP and Hon)
Calculate formula mass and percent composition.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Writing Formulas and Naming Compounds – Ionic
Quiz – Writing Formulas and Naming Compounds – Covalent
Test – Nomenclature combined Ionic and Covalent
Formative Assessments:
Do Now activities
Practice writing formulas sheet
Practice naming formulas
Practice calculating empirical and molecular formulas
Flash card games
Student Self-Assessment and Reflection:
Students will write a reflection describing the chemicals found in the foods they eat by reading the labels and
deciphering the formulas. They will include the proper chemical names of these substances.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Ionic Structures - p 183 - #17-25
Covalent Molecules - p 216 - # 20-25
Internet Resource Links:
Nomenclature Resource http://www.chalkbored.com/lessons/chemistry-11/naming-review-answers.ppt
Instructional Guidelines: Aligning Learning Activities
Demos
Ionic
1.
2.
Matching ions card game
Naming ionic molecules worksheets
Covalent
1.
2.
Drawing Lewis structures worksheet
Naming covalent molecules worksheets
PERFORMANCE TASKS
Hydrate Lab
Students will do a lab exercise in which they use evaporation techniques to determine the percentage of water in a
hydrate. (CP and Hon)
Percentage of Water in Popcorn
As popcorn kernels are popped, the water within the kernel turns to steam causing the "popping" factor. The mass
before and after the kernels is measured to find the amount of water lost during the reaction then calculating the
percentage of water in the kernels.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: H. Chemical Reactions
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Students will describe chemical reactions by using word equations and balanced/unbalanced formula equations.
Students learn how mass is conserved by balancing a final equation. Students can predict products of different
reaction types.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.2.12.B.1. Model how the outermost electrons determine the reactivity of elements and the nature of the
chemical bonds they tend to form.
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.
5.2.12.B.3. Balance chemical equations by applying the law of conservation of mass.
5.2.12.C.2. Account for any trends in the melting points and boiling points of various compounds.
5.2.12.D.2. Describe the potential commercial applications of exothermic and endothermic reactions.
Unit Essential Questions:
How can reactants be used to predict the products of a chemical change?
How can reaction types be used to predict the products of a chemical change?
When a reaction occurs, can substance just disappear?
When substance react, how do we go about predicting what products will be formed?
How is the conservation of mass related to balancing chemical equations?
Why can we change chemical coefficients but not subscripts?
Unit Enduring Understandings:
There are several ways in which elements and compounds react to form new substances and each reaction
involves the flow of energy.
In a chemical reaction, atoms rearrange to form new substances.
Word equations can be translated into chemical equations and vice versa.
In a combustion reaction, water and carbon dioxide are always formed.
Synthesis and decomposition reactions are opposite of one another.
Single replacement and double replacement reactions involve the replacement of one element or ion with
another.
Scientists study the basic principles of chemical reactions in an effort to better predict all the possible products
from a chemical reaction.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
List evidence that a chemical reaction has occurred.
Balance chemical equations and relate the process to the law of conservation of matter.
Classify reactions according to several categories – combustion, synthesis, decomposition, single replacement,
double replacement
Predict the products of chemical reactions.
Convert word equations into formula equations and vice versa.
Balance redox reactions and write net ionic equations. (Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Balancing chemical equations
Quiz – Classify types of chemical reactions
Quiz – Predicting products from chemical reactions
Test – Chemical reactions
Formative Assessments:
Do Now activities
Worksheets on balancing equations.
Worksheets converting word equations and formula equations back and forth.
Chemical reactions classification practice.
Predicting products of chemical reactions.
Class discussion of chemical reaction types using everyday examples.
Combination practice problem involving balancing, predicting, and classifying.
Student Self-Assessment and Reflection:
Create a visual representation describing the different types of reactions and share in cooperative learning groups.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 292 - #1-12
Balancing Equations - p292 - #13-15, 26-31
Classifying Reactions - p 293 - #16-20, 32-35, 38-40
Internet Resource Links:
Intro to Reaction Types Power point & Worksheet (Gen) http://www.sciencespot.net/Media/ChemReactions.ppt,
http://www.sciencespot.net/Media/ChemReactionsWkst.pdf
Chemical Reactions Lab http://mrsj.exofire.net/chem/docs/rxntypes_lab.doc
Various Activities for Chemical Reactions http://www.nclark.net/ChemicalReactions
Online Equation Balancer http://funbasedlearning.com/chemistry/
Balancing Equations with Candy http://www.exo.net/~donr/activities/Sweetly_Balanced_Equations.pdf
Jellybean Equation Balancing http://www.learnnc.org/lp/pages/3384
Good Description of Chemical Reaction Demonstrations
http://intro.chem.okstate.edu/ChemSource/Chemrx/chemrx8.htm
Chemical Demonstration Databases
http://chemistry.about.com/od/demonstrationsexperiments/Demonstrations_Experiments.htm,
http://boyles.sdsmt.edu/listbydemo.htm
Instructional Guidelines: Aligning Learning Activities
Demos
1.
2.
3.
4.
5.
Genie in the bottle
Elephant toothpaste
Death of a gummy bear
Copper and silver nitrate reaction
Cannon Carbide
Labs
1.
2.
3.
Burning Mg ribbon to show conservation of mass with oxygen combining with Mg to produce MgO.
Reaction observation lab using the demonstrations listed above.
Mini-lab using baking soda and vinegar to show simple reaction with a conservation of mass.
Balancing Chemical Reactions
1.
2.
3.
Worksheets
Balancing reactions tournament
Balancing reactions races
PERFORMANCE TASKS
Activity Series Lab
Design and perform an experiment to investigate the reactivity of various metals with water, oxygen and dilute
acid, to develop an activity series. (Modified for Gen)
Types of Chemical Reactions/ Reaction prediction
Students will perform several different chemical reactions and make observations the outcome and make
predictions of the products of the reaction.
Reaction Prediction Packet
Students will identify, write, complete and balance a packet of chemical equations using all reaction prediction
rules and balancing rules. (CP and Hon)
Mystery Test tubes
The students will take 12 test tubes filled with unknown salt solutions and perform a logic problem in which
they make observations on the precipitates that form and identify the unknown reactants.
Mole Rockets
The students will perform two different chemical reactions to collect hydrogen and oxygen in a pipet, and then
send an electrical current through the gas to create water that ejects out the back of the pipet and propels it
across the room. (Cp and Hon)
Determination of NaHCO3 in Alka Seltzer
Alka Seltzer tablets are reacted with differing amounts of acetic acid to produce carbon dioxide. The mass of the
sodium bicarbonate in the alka seltzer can be calculated and the identity of the limiting reagent can be
determined.
Designing Air Bags
The students' basic understanding of stoichiometry and limiting reactants will be tested by asking them to design
and test a reliable procedure to fill a sealed plastic bag using CO2 produced from the reaction of 3M HCl and
sodium bicarbonate.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: I. Stoichiometry
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Apply the mole concept to explain the behavior of matter and calculate quantitative relationships. Students will
use balanced equations to determine the quantities of substances involved in reactions. The basis behind the
calculations will involve the mole ratios between reactants and products as well as Avogadro’s number and
molecular mass.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.1.12.B.2. Build, refine, and represent evidence-based models using mathematical, physical, and computational
tools.
5.1.12.B.3. Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories.
5.2.12.B.3. Balance chemical equations by applying the law of conservation of mass.
Unit Essential Questions:
How is stoichiometry used in industry for production of consumer goods?
Why is the mole such a large number?
What role does matter conservation play in the production of new materials?
Why is a percent yield greater than 100% a major issue?
What are the typical yields that we can expect from reactions in a chemical lab? Why?
Why do we need a proper balanced equation to solve a stoichiometry problem?
Why do we solve stoichiometry problems using the factor label method?
What is a limiting reactant and excess reactant?
Unit Enduring Understandings:
The mole is an essential unit when calculating the amount of a substance that will react in a chemical reaction.
Stoichiometric analysis allows for the prediction of the relative quantities of substances involved in reactions.
A limiting reactant will always control the amount of final product that can be produced.
An excess reactant is simply left-over material that never gets used in the reaction.
Stoichiometry problems follow three basic steps – 1. convert given information into moles, 2. use mole ratio from
balanced equation, 3. convert units for final answer
Theoretical yield is how much product we could make in a perfect world, while actual yield is what we really got
from the lab.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Define stoichiometry and its purpose in chemistry.
Describe the importance of the mole ratio in stoichiometric calculations.
Write the 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 amount in mass of a different reactant or
product.
Calculate the mass of a reactant or product from the mass of a different reactant or product.
Explain the concept of a limiting reactant in a chemical reaction.
Determine which of two reactants is a limiting reactant (CP and Hon)
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 (CP and Hon)
Distinguish between theoretical yield, actual yield, and percent yield.
Calculate percent yield, given the actual yield and quantity of a reactant.
Use Avogadro’s number to determine the number of elements or molecules involved in a reaction.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Molar Masses and Mole Ratios
Quiz – Stoichiometry Problems
Quiz – Actual, Theoretical, and Percent Yield
Test – Stoichiometry
Formative Assessments:
Do Now activities and Exit Cards
Mole ratio and molar mass practice problems
Stoichiometry practice problems – mole to mole, mass to mole, and mass to mass
Stoichiometry molecule problems – using Avogadro’s number
Limiting reactant practice problems (CP and Hon)
Graphic organizer completed for actual, theoretical, and percent yield.
Student Self-Assessment and Reflection:
Students will explain the purpose of learning and utilizing the concepts of stiochiometry including vocabulary terms
from pervious units. They will also include why this concept is extremely important for scientists.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
Stoichiometry
Grams to Molecules - p 108 - #42-47
Key Terms - p 251 - #1-11
Grams to Molecules - p 251 - #19-48
Percent Composition - p 253 - #55-57
Internet Resource Links:
Popcorn Lab - http://mrsj.exofire.net/chem/docs/popcorn_lab.doc
Burning Magnesium Lab - http://mrsj.exofire.net/chem/docs/empform_lab.doc,
http://www.chemistx2.com/chemistry/chap07/mgo_lab.html
Baking Soda and Vinegar Stoichiometry Lab - http://misterguch.brinkster.net/MLX039.doc,
http://ouchihs.enschool.org/ourpages/auto/2008/10/29/47746258/Stoichiometry%20Lab.pdf
http://mrsj.exofire.net/chem/docs/smores_lab.doc, http://www.nclark.net/Smore_stoichiometry.doc,
http://www.hse.k12.in.us/staff/ebutzin/Documents/Chemistry/Stoichiometry/smores%20lab.doc
Cu and AgNO3 Lab - http://mrsj.exofire.net/chem/docs/stoich_lab.doc
Lead Iodide Limiting Reactant Lab http://happybenzene.com/02Honors_Chemistry/Labs/Lab08EmpiricalFormulaLeadIodide.pdf,
http://misterguch.brinkster.net/MLX609.doc
Instructional Guidelines: Aligning Learning Activities
Demos
1.
2.
Baking soda and vinegar using three 2 L soda bottles and three balloons. Demonstration used to show
limiting reactants and how to produce maximum CO2.
Demonstrate how elements combine together in reactions using nuts and bolts.
Practice Problems
1.
2.
3.
Worksheet problems
Figure out how many molecules/moles/grams are present in everyday items
Group work discussing common uses for percent yield in everyday life or sports.
PERFORMANCE TASKS
Ice Cream Soda Lab
Observe Limiting reactants by calculating if a bottle of soda or a half gallon of ice cream will run out first.
Determine the percent yield.
Lead Iodide limiting Reactant lab
Mix Sodium Iodide and Lead nitrate together, observe the precipitate that forms and determine which amounts
resulted in the greatest actual yield. Determine which was the limiting reactant in each reaction. (Cp and Hon)
S'more Stoichiometry
Have the students make S'mores and observe which is the limiting reactant. Analysis questions about the lab will
follow the activity. (Gen and CP)
Unknown Carbonate Salt
Using stoichiometry, identify the formula of the unknown carbonate salt. (CP and Hon)
Baking soda and vinegar limiting reactants lab
Determine percent yield of salt produced from reaction of baking soda and vinegar using quantitative lab
techniques
Popcorn Lab
Students will determine the percent of water in popcorn kernels (Gen and CP)
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: J. Gas Laws
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Gases are a unique state of matter that is described by their temperature, pressure, volume, and number of moles.
Students can apply mathematical steps via gas laws to determine an unknown property when various other
properties are known. Assuming ideal gas behavior also allows students to perform stoichiometric calculations.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.A.3. Use scientific principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.2.12.A.2. Account for the differences in the physical properties of solids, liquids, and gases.
5.2.12.C.1. Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.
5.2.12.D.5. Model the change in rate of a reaction by changing a factor.
Unit Essential Questions:
How are temperature, volume, and pressure related in a gas?
How does water vapor pressure affect total pressure?
What is the standard molar volume of a gas? (Cp and Hon)
What is the ideal gas law and what assumptions does it make?
How are the different gas laws derived from empirical data? (CP and Hon)
How does Kinetic Molecular Theory explain everyday occurrences? (Smelling an odor, drinking through a straw,
blowing up a balloon)
Unit Enduring Understandings:
The kinetic molecular theory provides an explanation of how pressure, volume and temperature are all related to
each other and easily observable within gases.
Gases are fluids with a low density which allows them to be compressible.
Gas pressure results from the molecular forces pushing on the outside of a container.
The average kinetic energy of a gas is directly related to its absolute temperature.
Boyles, Charles, and Gay-Lussac’s Laws represent the mathematical relationships between temperature, pressure,
and volume when one of these parameters is held constant.
The ideal gas law describes the relationship between the temperature, pressure, volume, and moles of a gas using
a constant determined by empirical data.
All gas laws were developed from experimental data collected and are adequate models for low pressure, low
temperature systems.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Describe the difference among solids, liquids and gases.
Explain the concept of gas pressure and convert between various units.
Explain the kinetic molecular theory of gases.
Perform calculations using Boyle's Law.
Perform calculations using Charles' Law.
Perform calculations using The Combined Gas Law.
Perform calculations using The Ideal Gas Law.
Discuss and use Dalton's Law of Partial Pressure. (CP and Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Gas Laws (Boyle, Charles, Gay-Lussac)
Quiz – Ideal Gas Quiz
Quiz – Condensable vapor lab quiz (CP and Hon)
Test – Gas Laws
Formative Assessments:
Do Now Activities
Physical characteristics of gases packet
Measuring pressure practice sheet
Measurement of gas pressure practice problems
Gas laws practice problems
Ideal Gas Law practice problems
Student Self-Assessment and Reflection:
Students will discuss and describe when the gas laws are applied in the “real world.” Students will back up their
answers with examples from their everyday lives.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 445 - #1, 5-30
Practice Problems - p 446 - #31-56
Internet Resource Links:
Butane Lighter – Ideal Gas Law Lab - http://mrsj.exofire.net/chem/docs/idealgas_lab.doc
Boyles-Charles Law Marshmallow Lab - http://www.sciencespot.net/Media/gaslaws.pdf
Alka Seltzer – Ideal Gas Law Lab - http://www.nclark.net/Alka_Seltzer_and_the_Ideal_Gas_Law.doc
Mg and HCl – Ideal Gas Law Lab http://158.123.163.16/sgmccarthy/Chemistry%20Labs/The%20Gas%20Laws%20Lab.doc,
http://homepage.mac.com/sklemmer/Honors/magensiumacidlab.htm
Condensable Vapor Lab - http://www.frontiernet.net/~jlkeefer/mw_vapor.doc,
Online Gas Laws Lab - http://www.grc.nasa.gov/WWW/K-12/airplane/Animation/frglab2.html
Instructional Guidelines: Aligning Learning Activities
DEMOS
1.
2.
3.
4.
5.
6.
7.
8.
Fire syringe
Bell jar (shaving cream, balloon, boil water, marshmallow peep)
Ping pong popper
Egg in flask
Potato gun
Soda can crush
Break ruler with newspaper
Liquid nitrogen balloon
Gas Laws
1.
2.
Virtual gas laws lab showing visual relationships between T, P, and V.
Worksheets practice problems for each Gas Law.
PERFORMANCE TASKS
Boyle's Law Lab
Students will study the pressure-volume relationship of a gas at constant temperature.
Molar Mass of a Gas
Students will design an experiment to measure the R constant in Butane. The group will utilize prior knowledge
concerning gas laws, lab skills and equipment. State a hypothesis, the problem, procedures, safety, materials and
equipment. Students will determine and locate the variables utilized in calculation upon completion of the data
collection.
Molar Volume of a Gas
The magnesium ribbon reacts with hydrochloric acid and produces hydrogen. Students then take the volume of
gas under the current conditions and convert to standard conditions to find the standard molar volume of the
hydrogen.
Molecular weight of a condensable vapor
Students will fill a flask with a volatile liquid and heat it so it vaporizes within the flask allowing excess to escape.
Once the vapor cools and condenses the mass can be measure. The volume of the flask can be found and using the
Ideal gas law, the molar mass of the condensable liquid can be found.
Alka seltzer lab – Ideal Gas Law Lab
Students will react Alka-seltzer in a balloon and measure the volume of the product. Using the volume,
temperature, and pressure students will be able to determine the moles of Alka-Seltzer that reacted. This can be
used to determine the percentage of the original Alka-Seltzer that was converted from a powder into CO2 gas.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: K. Liquids and Solutions
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Students will learn the common vocabulary associated with solution chemistry and explore the differences
between solutes, solvents, solutions, suspensions, and colloid mixtures. Students will use math skills to perform
percent mass, molarity/molality, concentration, and dilution chemistry calculations.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.2.12.A.2. Account for the differences in the physical properties of solids, liquids, and gases.
5.2.12.A.5. Describe the process by which solutes dissolve in solvents.
5.2.12.C.1. Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.
5.2.12.C.2. Account for any trends in the melting points and boiling points of various compounds.
Unit Essential Questions:
How do you calculate the molarity of a given solution?
How do you calculate the molality of a given solution? (Cp and Hon)
What is normality used for? (CP and Hon)
How could you make a new solution with a lesser molarity?
What are the differences between solutions, suspensions, and colloids?
What determines the solubility of a certain solute in water?
What determines the solubility of a gas in a liquid or the miscibility of two liquids?
How is the melting point and boiling point of a solution different than the pure solvent?
Unit Enduring Understandings:
Chemists use molarity and molality to identify the concentration of solutions.
Water is the most common solvent used in the world.
A solution is a homogeneous mixture of a solute dissolved in a solvent.
Miscibility and solubilityare dependant on the chemical nature of the molecules and the temperature of the
mixture.
In general, polar dissolves polar, and nonpolar dissolves nonpolar.
Colligative properties such as melting/boiling point depend upon the number of solute particles in a solution.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Distinguish among solutions, suspensions, and colloids.
Use molarity to express solution concentration.
Use molality to express solution concentration. (CP and Hon)
Use normality to express solution concentration. (CP and Hon)
Use percent yield to express concentration.
Perform dilution calculations.
Determine the solubility of various salts in water.
Calculate freezing point depression of mixtures. (CP and Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Solutions Vocabulary
Quiz – Solutions Calculations (molarity, dilution, concentration)
Quiz – Condensable Vapor Lab Quiz (CP and Hon)
Test – Liquids and Solutions
Formative Assessments:
Do Now Activities
Vocabulary crossword puzzles and word finds (Gen)
Graphic organizers for unit vocabulary
Molarity-Molality-Concentration-Dilution practice worksheets
Exit Card Problems
Student Self-Assessment and Reflection:
Students will write reflections to the lab activities and demonstrations in their lab notebooks.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 488 - #1-6, 21-36
Practice Problems - p 489 - #41-51
Internet Resource Links:
Online Blood Alcohol Level Calculator - http://www.bloodalcoholcalculator.org/
Ice Cream Lab - http://mrsj.exofire.net/chem/docs/icecream_lab.doc
Soap Lab - http://www.hschem.org/Laboratory/LB19Coconutsoap.doc,
http://serendip.brynmawr.edu/sci_edu/farber/word/clean-r.doc,
Slime Lab – various youtube videos are available http://chemistry.about.com/od/slimerecipes/Slime_Recipes.htm,
http://chemistry.about.com/od/chemistryhowtoguide/ht/glowindarkslime.htm
Instructional Guidelines: Aligning Learning Activities
Demos
1.
2.
Miscible and immiscible solutions (oil and water)
Collides and suspensions (milk and orange juice)
Calculations
1.
2.
Blood alcohol content activity in class
Molarity, Concentration Word Problems
PERFORMANCE TASKS
Concentration of Solutions Involving Food
Students will determine the molarity of some household substances.
Concentration of Solutions Lab
Students will measure the molarity of the hydrochloric acid by reacting it with calcium carbonate. The mass of the
calcium carbonate is found before and after the chemical reaction.
Slime Lab
Students will mix Borax and Elmer’s Glue to create Imitation Slime solution.
Ice Cream Lab
Students will create their own ice cream following set procedure and answer questions relating lab to unit on
solutions.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: L. Acids and Bases
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Students will investigate the definitions of acids and bases from a chemistry standpoint. The students will learn
how the pH scale was created and how it can be used to analyze various chemicals in everyday life. Students will
also explore different pH indicators and their applications in the real world.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.1.12.A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific
explanations.
5.1.12.A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and
to pose theories.
5.1.12.B.1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
5.2.12.A.5. Describe the process by which solutes dissolve in solvents.
5.2.12.A.6. Relate the pH scale to the concentrations of various acids and bases.
Unit Essential Questions:
Why is it important to know the difference between a strong and weak acid/base?
Why is knowing the relative strength of acids a smart safety practice?
How does the human body protect itself from assault by acids and bases?
Why is the pH scale a useful tool for a chemist?
How can the pH of a solution can be calculated if one knows the hydronium or hydroxide concentration? (CP and
Hon)
How can ionization constant (Ka or Kb) be used to calculate the concentration of hydronium/hydroxide of weak
acids and bases? (Cp and Hon)
How does the salt of a weak acid form an alkaline solution, the salt of a weak base forms and acidic solution? (CP
and Hon)
Unit Enduring Understandings:
Acid solutions contain hydronium ions because they donate protons to water.
Basic solutions contain hydroxide ions because they accept protons from water.
Water auto-ionizes producing hydronium and hydroxide ions.
Strong acids and bases ionize completely, whereas weak acids and bases ionize slightly.
Acids and bases react together to form salts and water.
Titrations can be used to determine the strength of an unknown acid or base.
Strong acids and bases react with biological material, such as skin.
Acids and bases, both strong and weak, are substances used in our everyday lives.
The pH scale is measurement of the amount of hydronium ions in a solution.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Develop definitions of acids and bases using chemistry vocabulary and everyday vocabulary.
Describe common properties of acids and bases.
Distinguish between acids and bases based on chemical formulas.
Determine the pH of various solutions by using appropriate indicators.
Calculate the pH of a solution using proper formula. (CP and Hon)
Determine the molarity of a solution by titration. (CP and Hon)
Perform Ka and Kb equilibrium calculations. (CP and Hon)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Acids and Base Vocabulary
Test – Acids and Bases
Formative Assessments:
Do Now Activities and Exit Cards
Vocabulary crossword puzzles and word searches (Gen)
Discussion on common acids/bases in everyday lives
Graphic organizer comparing acids vs. bases
Student Self-Assessment and Reflection:
Students will explain the thought process behind the difference between acids and bases and why it is important in
everyday life. Students will bring in various chemicals from home to test in the lab. Based on the results and their
own background knowledge, students will reflect on why they were acids or bases.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 566 - #1-6, 8-11, 16-22
Internet Resource Links:
Household items - http://mrsj.exofire.net/chem/docs/acidbase_lab.doc
Cabbage Juice - http://chemistry.about.com/od/acidsbase1/a/red-cabbage-ph-indicator.htm,
http://www.pcds.org/share/sci8/labs/cabbage.htm
Tasty Solutions - http://www.sciencespot.net/Media/tastysoln.pdf (Gen)
Acid – Base Titration Lab https://sharepoint.ocsarts.net/student/academic/marla_lancaster/chemistry/Lists/Announcements/Atta
chments/171/Titration%20Lab.doc, http://www.chalkbored.com/lessons/chemistry-11/titration-lab-I.pdf
Instructional Guidelines: Aligning Learning Activities
DEMOS
1.
2.
3.
4.
5.
6.
Orange juice to strawberry float
Old Glory
Water to wine to milk, etc.
Rainbow indicators – including cabbage juice
Litmus Paper
Sulfuric acid and sugar - black snake
PERFORMANCE TASKS
pH Calculation
Using applied mathematics, students calculate the pH of a solution of an acid and/or a base. Students are able to
differentiate between using the Ka or the Kb to solve the problem. (CP and Hon)
Titration Lab
Students will be given a specific concentration of Sodium Hydroxide and an unknown concentration of
Hydrochloric acid and will titrate it to end point and do titration calculations to find the concentration of the acid.
(CP and Hon)
Cabbage Juice Indicator
Students will boil red cabbage and use the juice to test the pH levels of common items.
pH of Household Items
Test the pH of household cleaners and foods using the cabbage juice indicator in test tubes. After testing various
items, students will create a pH scale and fill in various chemicals based on the testing that took place.
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Chemistry
Unit Title: M. Equilibrium
Target Course/Grade Level: Grade 11
School: Hammonton High School
UNIT SUMMARY
Students will study chemical equilibrium as a system in dynamic balance. They will examine this balance as equal
rates of forward and backwards reactions. Changes in temperature and concentration perturb this equilibrium
because they influence the rate of simultaneous reactions unequally.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):
5.2.12.A.5. Describe the process by which solutes dissolve in solvents.
5.2.12.D.5. Model the change in rate of a reaction by changing a factor.
Unit Essential Questions:
How is balance achieved?
How is balance maintained?
What is meant by "dynamic"?
What would a non-dynamic system look like?
What is meant by "balance"?
Can a system in equilibrium appear to be out of balance?
What fuels equilibrium?
Why is equilibrium maintained?
Why don't all reactions run to completion?
Unit Enduring Understandings:
Chemical equilibrium is a system in dynamic balance where rates of forward and reverse reactions are equal.
Changes in temperature and concentration perturb equilibrium by influencing the rates of simultaneous reactions
unequally.
During reversible reactions, products will re-form back into original reacants.
Chemical equilibrium will naturally adjust to relieve any applied stress (including temperature, added chemicals, or
pressure for gaseous reactions).
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …
Describe chemical equilibrium.
Compare and contrast completion vs. equilibrium reactions.
Recognize chemical equilibrium and extend these general ideas to non-chemical systems.
Identify and explain factors that perturb equilibrium, and predict how equilibrium will be affected.
Write Keq expressions based on a chemical equation.
Explain Le Chatelier’s principle and use it to determine the direction of equilibrium shifts.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Quiz – Unit Vocabulary
Quiz – Le Chatelier principle and equilibrium shifts
Test – Equilibrium
Formative Assessments:
Do Now Activities
Vocabulary graphic organizers
Practice Keq expressions
Le Chatelier principle practice problems
Exit Cards
Student Self-Assessment and Reflection:
Students will discuss how the human body maintains equilibrium. Students will relate the human body to a chemical
reaction in equilibrium.
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Myers, R., Tocci, S., & Oldham, K. Chemistry. Holt, Rinehart and Winston. 2006.
Davis, R., Metcalfe, H., Williams, J., & Castka, J. Modern Chemistry. Holt, Rinehart and Winston. 2002.
Zumdahl, S. Introductory Chemistry 5th edition. Houghton Mifflin Company. 2004.
General Chemistry Textbook Resources
Key Terms - p 521 - #1-43
Internet Resource Links:
LeChateleir’s Principle Virtual Lab - http://www.capital.net/com/vcl/equil/equil.htm
LeChateleir Lab - http://chemistry.olivet.edu/classes/chem100/pdf/Labs/Equilibrium%20Lab.PDF
Instructional Guidelines: Aligning Learning Activities
Demos
1.
2.
3.
4.
Demo NaCl and AgNO3 to show a reaction that moves to completion
CuSO4 and water solution will turn blue to show copper in solution. Slowly add NaCl and the solution will
turn green. Then add more water and solution will turn back to blue. Write balanced equation on the
board to show equilibrium Cu(H2O)4 + 4 Cl  CuCl4 + 4H2O
Fe + SCN demo on overhead to create blood red precipitate
Common Ion Effect: Add NH4Cl to a magenta solution of NH4OH and phenolphthalein indicator. This
should turn solution clear.
PERFORMANCE TASKS
Calculating Equilibriums
Students calculate equilibriums of various equations. Students will use Keq equations and a balanced formula to
perform calculations.
Chemical Equilibrium Lab
To describe the effect of concentration on various equilibria and apply LeChatelier's Principle.