Pascack Valley Regional High School District
Pascack Hills High School, Montvale, New Jersey
Pascack Valley High School, Hillsdale, New Jersey
Chemistry in the Community
COURSE DESCRIPTION: Chemistry in the Community
Building on knowledge developed in previous science courses, students will be introduced to chemistry topics such as: atomic structure, factor-label
method, chemical bonding, energy changes, periodicity, properties of gases, solutions, electrochemistry, organic chemistry, and biochemistry.
Students will investigate the properties, composition, and structure of matter and the laws that govern the combination of elements and reaction of
substances.
Chemistry in the Community is a chemistry curriculum written for secondary school students by the American Chemical Society that is based on
seven units that each revolve around a societal question. This question creates a need to know chemistry to find a solution. The context of each
question is a community: local, workplace, national, or global. This problem-based approach requires students to integrate learned concepts and skills
with real world implications. The curriculum strives to instill in the students the desires and skill required in order to make intelligent decisions for
themselves and the communities in which they belong.
The seven major units that are the basis of this curriculum include:

Water: Exploring Solutions

Industry: Applying Chemical Reactions

Materials: Structure and Uses

Atoms: Nuclear Interactions

Petroleum: Breaking and Making Bonds

Food: Matter and Energy for Life

Air: Chemistry and the Atmosphere
Students, independently and collaboratively, will be expected to:
 Understand and apply basic concepts, principles and theories of chemistry;
 Recognize and participate in scientific endeavors which are evidence-based, and use inquiry skills that lead to a greater understanding of the
world;
 Identify and solve problems through scientific exploration, including the formulation of hypotheses, design of experiments, use of technology,
analysis of data and drawing of conclusions;
 Select and properly use appropriate laboratory technology, equipment and materials, including measuring and sensing devices;
 Understand and use, when appropriate, existing and emerging technologies which have an effect on society and our quality of life, including
personal, academic and work environments;
 Apply scientific knowledge to make informed decision about real world problems;
 Analyze the possibilities and limits of science and technology in order to make and defend decisions about societal issues; and
understand that the way in which scientific knowledge is formulated is crucial to the validity of that knowledge.
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 1 – WATER : Exploring Solutions
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
A. SOURCES AND USES OF WATER

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
Identify direct and indirect water uses,
as well as examples of each.
Describe water purification techniques.
Describe the hydrologic cycle.
Identify the main reservoirs of water on
Earth.
Developing Skills
 Water use in the United
States
ChemQuandry
 Water, Water Everywhere
Laboratory Activity
 Foul Water
Making Decisions
 Riverwood Water Use
 Water use analysis
 Riverwood Water-Use
Students should use the
following technological
activities:
1. Water Use Survey Excel
Spreadsheet
2. Exploring Evaporation
Pasco Lab
3. Transpiration Lab
4. Down the Drain
Collaborative Project:
CIESE
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Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.8.12A.1
5.10.12B.1
5.10.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
B. A LOOK AT WATER AND ITS
CONTAMINANTS
Developing Skills
 Density
 Symbols,
Formulas, and Equations
 Ionic Compounds
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
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
Define and identify examples of
physical properties.
Classify samples of matter in terms of
elements, compounds and mixtures.
Interpret and create models that
represent elements, compounds, and
mixtures at the particulate level.
Distinguish among different types of
mixtures.
Recognize, describe, explain and
distinguish among chemical symbols,
formulas and equations.
Recognize, and distinguish
characteristics of basic subatomic
particles.
Describe what constitutes an ion.
Indicate the electrical charge of an ion
containing a specific amount of protons
and electrons.
Write the formula and name of an ionic
compound, given the compound’s anion
and cation name and charge.
Investigating Matter

Water Testing
Modeling Matter
 Pictures in the Mind
Making Decisions

The Riverwood Water
Mystery
TECHNOLOGY
ACTIVITIES
Students should use the
following technological
activities:
1. Turbidity Trouble Pasco
Lab
2. Element Builder from
ExploreLearning.com
3. United Streaming Video
Clip – Water Movie
4. Sasinschool : Atomic
Structure
5. The Global Warming
Sampling Collaborative
Project: CIESE
EVALUATION
N.J.C.C.C.S
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5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12A.1
5.6.12A.2
5.6.12A.3
5.10.12B.1
5.10.12B.2
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Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
COURSE NAME: Chemistry in the Community
OBJECTIVES
C. INVESTIGATING THE CAUSE OF
THE FISH KILL
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Define the terms insoluble, unsaturated,
saturated, and supersaturated.
Quantitatively describe and predict
solution variable, including volume,
concentration, temperature, mass of
solute and solubility.
Use the concept of polarity of water
molecules to explain water’s ability to
dissolve ionic solid.
Describe the properties, as well as
health and environmental effects, of
heavy metal ions.
Given the pH of a substance, classify it
as acidic, basic, or neutral.
Describe the effect of intermolecular
forces on a molecular substance’s
solubility in water.
Interpret and explain solubility curves.
Describe the effect of temperature and
external pressure on the solubility of
gaseous substances.
ACTIVITIES
TECHNOLOGY
ACTIVITIES
Developing Skills
 Solubility and Solubility
Curve
 Describing Solution
Concentration
Students should use the
following technological
activities:
Investigating Matter
 Constructing a Solubility
Curve
 Solvents
Modeling Matter
 The Dissolving Process
Making Decisions
 Determining the Cause of
the Fish Kill
1. Effect of Sulfite Ions on
Dissolved Oxygen: A
Pollution Investigation
Pasco Lab
2. Solubility Temperature
Gizmo:
ExploreLearning.com
3. Creating a Solubility
Curve with Potassium
Nitrate: Pasco Lab
4. Comic Life Dictionary of
Matter Terms
EVALUATION
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
Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12A.1
5.6.12A.2
5.6.12A.3
5.6.12A.6
5.10.12B.1
5.10.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
D. WATER PURIFICATION AND
TREATMENT
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

Compare and contrast natural and
municipal water purification.
Describe the problems associated with
hard water ions and the process of
softening hard water.
Assess the risks and benefits of water
softening and chlorination.
ACTIVITIES
Developing Skills
 Water Purification
 Bottled Water Versus Tap
Water
Laboratory Activity
 Water Softening
Putting It All Together
Students identify potential causes
for a fish kill scenario.
TECHNOLOGY
ACTIVITIES
Students should use the
following technological
activities:
1. Wastewater Plant
Virtual Field Trip
2. Concept Map showing
treatment process
EVALUATION
N.J.C.C.C.S.
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
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
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12B.1
5.6.12B.2
5.10.12B.1
5.10.12B.2
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Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 2 - MATERIALS
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
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


5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.6.12A.5
5.6.12A.6
5.6.12A.7
5.6.12B.1
5.6.12B.2
A. WHY WE USE WHAT WE DO
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Distinguish between chemical and
physical properties and between
chemical and physical changes.
Classify specific examples as either
chemical or physical properties.
Classify specific examples as either
chemical or physical changes.
Classify selected elements as metals,
nonmetals, or metalloids based on
observations of chemical an physical
properties/
Use the Periodic Table to (a) predict
physical and chemical properties of an
element; (b) identify elements by their
atomic masses and atomic numbers; (c)
locate period and groups (families) of
elements.
Distinguish between isotopes based o
their total number of neutrons and/or
mass number.
Calculate the mass number for an atom
based on total number or protons and
neutrons.
Explain how an element’s chemical and
physical properties are associated with
the number and arrangement of the
electrons in its atom.
Developing Skills
 Physical and Chemical
Properties
 Periodic Variation I
Properties
 Predicting Properties
Investigating Matter
 Metal or Nonmetal?
Making Decisions
 Grouping the Elements
 It’s Only Money
Students should use the
following technological
activities:
1. Sasinschool: What
good is the period
table anyway?
2. Density Laboratory
Gizmo:
ExploreLearning.com
3. Periodic Properties:
Sasinschool.com
4. Density Interactivity:
Sasinschool.com
5. Element Builder
Gizmo:
Explorelearning.com
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
Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
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5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12B.1
5.6.12B.2
5.10.12B.1
5.10.12B.2
B. EARTH’S MINERAL RESOURCES
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Describe the Earth’s atmosphere,
hydrosphere, and lithosphere,
including the distribution of
resources among them.
Describe or recognize factors that
determine the feasibility of mining
an ore at a specific site.
Explain why minerals of more
active metals are more difficult to
refine and process that minerals of
less active metals.
Define oxidation and reduction in
terms of apparent electron loss or
gain.
Identify and distinguish between
oxidation and reduction processes
Represent oxidation and reduction
processes using chemical equations
and electron-dot structures.
Describe three common methods
for separating a metals from its
ores.
Developing Skills
 Trends In Metal Activity
Investigating Matter
 Converting Copper
 Relative Reactivities of
Metals
Making Decisions
 Production versus Use
ChemQuandry 1
 Discovery of Metal
Modeling Matter
 Electrons and Redox
Processes
Students should use the
following technological
activities:
1. Spreadsheet programs
to organize and graph
data collected in unit
labs.
2. Mineral webquest
3. Metals in Aqueous
Solutions Interactive
Website
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
Homework
Quizzes
Tests
Laboratory
activities
Projects
Presentations
Webquests
Problem-based
learning
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 2 - MATERIALS
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
C. CONSERVING MATTER
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State and apply the Law of Conservation
of Matter.
Relate balanced chemical equations to
the Law of Conservation of Matter.
Write and explain balanced chemical
equations.
Explain the usefulness of the mole
concept in chemistry.
Calculate the molar mass of a compound
given its formula and atomic weights of
its elements.
Calculate the quantities of reactants or
products involved in a chemical reaction,
given its balances chemical equation.
Calculate the percent composition by
mass of a specified element in a given
compound.
Distinguish between renewable and
nonrenewable resources.
Identify methods of conserving Earth’s
resources.
Developing Skills
 Accounting for Atoms
 Writing Chemical
Equations
 Molar Masses
 Molar Relationships
 Percent Composition
 Copper Life-Cycle
Analysis
Investigating Matter
 Retrieving Copper
Making Decisions
 Rethinking, Reusing,
Replacing, and Recycling
 Designing a Coin
Students should use the
following technological
activities:
1. Balancing Chemical
Equations Gizmo:
Explorelearning.com
2. Balancing Act
Interactive Website
3. Conservation of Matter
Lab: Pasco
4. Mineral webquest
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
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12B.1
5.3.12A.1
5.3.12C.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12B.1
5.6.12B.2
5.10.12B.1
5.10.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
D. MATERIAL DESIGNING FOR
PROPERTIES
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
Explain allotropes in terms of the
bonding and arrangement of an
element’s atoms.
Illustrate how alloys and their
constituent elements differ in their
chemical and physical properties.
Describe how the electrical
conductivity of a material can be
changed.
Describe and differentiate among
methods for surface treatment of
materials (coating, electroplating,
thin films).
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
Developing Skills
 Linking Properties to Structure
ChemQuandry 2
 A Case of Elusive Identity
ChemQuandry 3
 Five Cents’ Worth
Investigating Matter
 Striking It Rich
 Copper Plating
Making Decisions
 Alternatives to Metals
 More Coin Design
Considerations
Chemistry at Work
 All That’s Gold Doesn’t
Glitter…Or Does It?
Putting It All Together
Use the concepts of the properties of
materials to design a new coin for a
country.
Students should use the
following technological
activities:
1. Salt Solution
Conductivity Lab:
Pasco
2. The Chemistry of
Batteries: Sasinschool
3. United Streaming:
Metals: Ferrous Metals
4. Statue of Liberty
Webquest
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
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12B.1
5.3.12A.1
5.3.12C.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12A.4
5.6.12B.1
5.6.12B.2
5.10.12B.1
5.10.12B.2
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 3 - PETROLEUM
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
A. PETROLEUM – WHAT IS IT?
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Describe the chemical makeup of
petroleum and how it is refined.
Describe and five examples of two
primary uses for petroleum.
Describe the use of distillation as a
separation technique.
Describe fractional distillation and
its application to petroleum
refining.
Describe electron arrangements
between covalently bonded atoms.
Represent covalent bonding in
selected hydrocarbons with
electron-dot, structural and
molecular formulas.
Identify and write formulas for
alkanes.
Define the term isomer and draw
the structural formulas for possible
isomers of a given compound.
Predict and explain relative boiling
points of hydrocarbons in terms of
their intermolelcular forces.
Developing Skills
 Hydrocarbon Boiling Points
 Trends in Alkane Boiling
Points
 Boiling Points of Alkane
Isomers
Investigating Matter
 Separation by Distillation
 Modeling Alkanes
 Alkanes Revisited
Making Decisions
 Fuels and climate
Students should use the
following technological
activities:
1. Covalent Bond Gizmo:
ExploreLearning.com
2. UnitedStreaming:
Petroleum Refining &
Waste Minimization
3. Bohr Atom Gizmo:
ExploreLearning.com
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

Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.B.2
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.6.12A.3
5.6.12A.5
5.6.12A.6
5.6.12A.7
5.6.12A.8
5.6.12B.1
5.6.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
B. PETROLEUM AS AN ENERGY
SOURCE
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Distinguish between kinetic and
potential energy.
Identify and give examples of
kinetic energy and potential energy.
Explain the endothermic and
exothermic reactions in terms of
bond breaking and bond making.
Draw and interpret potential energy
diagrams representing endothermic
and exothermic reactions.
State, explain, and five examples of
the law of conservation of energy.
Describe energy-conversions and
explain energy conversion
efficiency using examples.
Explain heat of combustion and
specific heat capacity.
Use specific heat values and
experimental data to molar heats of
combustion.
Write balanced equations for the
combustion of specified
hydrocarbons, including energy
changes.
Define catalyst.
Describe a catalyst’s role in
cracking hydrocarbon molecules.
Describe octane rating and identify
methods to increase a fuel’s rating.
ACTIVITIES
Developing Skills
 Automobile Energy
Conversions
 Energy Efficiency
 Heats of Combustion
Investigating Matter
 Combustion
Making Decisions
 Fuel for Transportation
ChemQuandry 1

Energy Tracing
ChemQuandry 2
 A Burning Problem: Part 1
ChemQuandry 3
 A Burning Problem: Part II
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
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5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.B.2
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.6.12A.3
5.6.12A.5
5.6.12A.6
5.6.12A.7
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.7.12B.2
Students should use the
following technological
activities:
1. Calorimetry Gizmo:
Explorelearning.com
2. Calorimetery Interactivity:
Sasinschool.com
3. Introductory Calorimetry
Lab: Pasco
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
COURSE NAME: Chemistry in the Community
OBJECTIVES
C. PETROLEUM AS A BUILDING
SOURCE
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Define and distinguish monomer
and polymer.
Explain how molecular structure
affects physical properties of a
polymer.
Compare saturated and unsaturated
hydrocarbons in terms of structures
and properties.
Identify the functional groups of
common alcohols, ethers,
carboxylic acids, and esters.
Give examples of how functional
groups impart characteristic
properties to organic compounds.
Identify and describe two major
classes of ring compounds.
Identify and describe addition and
condensation reactions in
polymerization.
ACTIVITIES
Investigating Matter
 The Builders
 Condensation
Making Decisions
 Builder Molecules in
Transportation
Modeling Matter
 Polymer Structure and
Properties
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
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


5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.6.12A.3
5.6.12A.4
5.6.12A.5
5.6.12A.6
5.6.12A.7
5.6.12A.8
Students should use the
following technological
activities:
1. Interactive Website: Esters
and Esterification
2. Functional Group
PhotoBooth Journal
3. United Streaming:
Functional Groups
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
COURSE NAME: Chemistry in the Community
OBJECTIVES
D. ENERGY ALTERNATIVES TO
PETROLEUM
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

Describe major sources of energy
used throughout history.
Describe and evaluate potential
alternative fuels and builder
molecules.
Evaluate biodiesel as an alternative
to petroleum-based diesel fuel.
Describe alternative-fuel vehicles in
use or in development.
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
Developing Skills
 Fuel Sources Over the Years
Investigating Matter
 Biodiesel Fuel
Students should use the
following technological
activities:
Making Decisions
 Biodiesel as a Petroleum
Substitute
 Evaluating Alternate-Fuel
Options
1. Car Selection for Fuel
Economy using
www.fueleconomy.gov
2. Biodiesel Webquest
Putting It All Together

Evaluate the ARL-600 TV
ad, then write and produce
an automobile commercial
message.




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.A.1
5.2.12.B.2
5.3.12A.1
5.4.12A.1
5.4.12B.1
5.4.12C.1
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.7.12B.2
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 4 - AIR
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
A. GASES IN THE ATMOSPHERE











Identify the major components of
the troposphere.
Describe how properties of the
atmosphere change with increasing
altitude.
Define and apply the concept of
pressure, using various units.
Describe and apply the relationship
between pressure and volume of a
gas sample at constant temperature.
Describe and apply the relationship
between Kelvin temperature and
volume of a gas sample at constant
pressure.
Describe and apply the relationship
between pressure and kelvin
temperature of a gas sample at a
constant volume.
State and explain postulates of the
kinetic molecular theory.
State and explain Avogadro’s law
for gases.
Apply Avogadro’s law in
calculations, including
stoichiometric problems.
Describe the behavior of an ideal
gas.
Use the ideal gas law in problems
involving gases.
Developing Skills
 Graphing Atmospheric Data
 Application of Pressure
 Predicting Gas Behavior:
Temperature-Volume
 Predicting Gas Behavior:
Pressure-Volume
 Using Gas Relationships
 Molar Volume and Reactions of
Gases
 Using the Ideal Gas Law P-V
Relationships
Investigating Matter
 Properties of Gases
 Exploring TemperatureVolume Relationships
Modeling Matter
 Understanding Kinetic
Molecular Theory
Making Decisions
 Preparing to Explore BusIdling Policy
Students should use the
following technological
activities:
1. Temperature and Particle
Motion Gizmo;
Explorelearning.com
2. Gases in Action, Popcorn
Analysis: Sasinschool.com
3. Gas Law Interactivity:
Sasinschool.com
4. Boyle’s and Charles’ Law
Gizmo:
Explorelearning.com
5. Graphing Boyles’ and
Charles’ Laws with Excel
6. International Boiling Point
Collaborative Experiment:
CIESE




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.3.12A.1
5.3.12D.1
5.6.12A.6
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.8.12A.1
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
B. RADIATION AND CLIMATE






Identify major types of electromagnetic
radiation.
Describe the relation between
electromagnetic radiation’s energy,
frequency and wavelength.
Describe how the earth’s atmosphere
interacts with solar radiation.
Calculate thermal energy transferred
between materials based upon their
relative specific heat capacities.
Explain how the greenhouse effect works,
including typical gases involved and their
main sources.
Discuss the carbon cycle and how natural
or human factors can affect it.
Developing Skills
 Solar radiation
 Thermal Properties of
Materials
 Trends in Atmospheric
CO2 Levels.
ChemQuandry 1
 Always Harmful?
Investigating Matter
 Specific Heat Capacity
 Carbon Dioxide Levels
Modeling Matter
 Incomplete Combustion
Making Decisions
 Considering the Global
Carbon Cycle
 Considering Greenhouse
Gases
Students should use the
following technological
activities:
1. Radiation Webquest
2. Calorimetry Gizmo:
Explorelearning.com
3. Greenhouse Effect Gizmo:
Explorelearning.com
4. The Carbon Cycle
Interactive Game
5. Carbon Footprint
Calculator




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12A.6
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.7.12B.4
5.8.12A.1
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
C. ACIDS IN THE ATMOSPHERE








Explain why precipitation is naturally
acidic and can become more acidic due to
atmospheric contaminants.
Describe how certain gases sources
contribute to acid rain.
Define and describe characteristics of
acids and bases.
Distinguish among strong and weak acids
and bases.
Calculate and compare concentrations of
hydronium and hydroxide ions in acidic,
basic and neutral aqueous solutions.
Describe, calculate and compare pH
values of acidic, basic and neutral
solutions.
Describe effects of acidic precipitation
and pH changes on natural systems.
Describe the composition and chemical
behavior of a buffer.
Developing Skills
 Acids and Bases
 Interpreting the pH Scale
ChemQuandry 2
 The Rain in Maine …
Investigating Matter
 Making Acid Rain
 Buffers
Modeling Matter
 Strong vs. Concentrated
Making Decisions
 Preventing Acid Rain
 Considering Acid Rain
Students should use the
following technological
activities:
1. pH Analysis Gizmo:
ExploreLearning.com
2. Acid Rain Simulation :
Pasco Lab
3. The pH factor website
4. Acid Rain Webquest :
TIES Module




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12A.6
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.8.12A.1
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
D. AIR POLLUTION – SOURCES,
EFFECTS, AND SOLUTIONS




Identify primary and secondary air
pollutants and their sources.
Identify factors and contaminant that
contribute to photochemical smog.
Describe personal and global stratefies
that may help reduce air pollution
Describe the role of CFCs in stratospheric
ozone depletion.
ACTIVITIES
Developing Skills
 Identifying Major Air
Contaminants
ChemQuandry 3
 Limiting Reactants and
Scrubbers
ChemQuandry 4
 Controlling Air Pollution
Investigating Matter
 Cleansing Air
Making Decisions
 Vehicles and Smog
Putting It All Together

Bus-Idling Policy and Air
Quality
TECHNOLOGY
ACTIVITIES
EVALUATION
Students should use the
following technological
activities:
1. Air Pollution; What’s the
Solution Real time data
Project: CIESE
2. Ozone Quest : TIES
3. On the Trail of the Missing
Ozone
4. TOMS data Ozone
Mapping




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12A.6
5.6.12A.8
5.6.12B.1
5.6.12B.2
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 4 - INDUSTRY
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
A. SOME CHEMISTRY OF NITROGEN





List the main elements found in fertilizer.
Describe the effect of each ingredient in a
typical fertilizer on plant growth.
Describe the nitrogen cycle, specifically
referring to processes by which nitrogen
gas is fixed.
Predict relative electronegativity trends
among several elements.
Determine whether covalently bonded
atoms exhibit positive or negative
oxidation states, based on their
elecronegativity values.
Developing Skills
 Determining Oxidation States
Investigating Matter
 Fertilizer Components
 Phosphates
Modeling Matter
 The Nitrogen Cycle
Making Decisions
 Chemical Processing in Your
Life
 Plant Nutrients
Students should use the
following technological
activities:
1. What Good is the Periodic
Table Anyway :
Sasinschool
2. Interactive Nitrogen Cycle




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12A.3
5.6.12A.5
5.6.12B.1
5.6.12B.2
5.10.12A.1
5.10.12.B.1
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
B. NITROGEN AND INDUSTRY
Students will be able to understand that:
 Explain how temperature, reactant
concentrations(s), and the absence or
presence of a catalyst affect reaction rates.
 Describe characteristics of a system in
dynamic equilibrium.
 Use LeChatelier’s Principle to predict
shifts in equilibria caused by
perturbations to a system.
 Describe the Haver-Bosch process for
industrial production of ammonia.
 Explain why many nitrogen-based
compounds are effective chemical
explosives.
 Describe the main goals of Responsible
Care, Green Chemistry and EPA
standards.
Developing Skills
 Chemical Systems at
Equilibrium
 Explosive Nitrogen Chemistry
ChemQuandry 1
 The Top Chemicals
Investigating Matter
 LeChatelier’s Principle
Making Decisions
 What does Riverwood Want?
Students should use the
following technological
activities:
1. How can chemical
reactions be diagrammed?:
Sasinschool.com
2. Ammonia Factory
Interactive Game




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.4.12A.1
5.6.12B.1
5.6.12B.2
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
C. METAL PROCESSING AND
ELECTROCHEMISTRY
Objectives:
 Describe the design of a voltaic cell.
 Use the activity series of metals to predict
the direction of electron flow within a
particular voltaic cell.
 Interpret in terms of half-reactions
describing oxidation and reduction,
chemical processes by which batteries
convert chemical energy to electrical
energy.
 Describe how electrolysis is used in
industry.
 Use burden-benefit analysis in decisions
about implementing chemical
technologies.
ACTIVITIES
Developing Skills
 Getting a Charge from
Electrochemistry
ChemQuandry 2
 Battery Sizes
Investigating Matter
 Voltaic Cells
Making Decisions
 Asset or Liability?
TECHNOLOGY
ACTIVITIES
EVALUATION
Students should use the
following technological
activities:
1. Interactive Voltaic Cells
2. The Chemistry of
Batteries: Sasinschool.com
3. Creating Voltaic Cells:
Pasco Lab




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.4.12A.1
5.4.12B.1
5.6.12B.1
5.6.12B.2
5.10.12A.1
5.10.12.B.1
5.10.12.B.2
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 6 – ATOMS: Nuclear Interactions
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
A. THE NATURE OF ATOMS







Define and describe radioactivity.
Distinguish between ionizing and
nonionizing radiation.
Describe the structure of the atom,
including characteristics of the major
subatomic particle.
Describe Rutherford’s gold foil
experiment including how its results led
to a new model of the atom.
Define isotope and radioisotope.
Interpret a given isotope in terms of its
atom’s total protons and neutrons.
Calculate the average molar mass of an
element, given isotopic molar masses and
abundance data.
Developing Skills
 Interpreting Isotopic Notation
 Molar Mass and Isotopic
Abundance
ChemQuandry 1
 Scientific Discoveries
Investigating Matter
 Isotopic Pennies
Making Decisions
 Fact or Fiction?
Putting It All Together

A Chemical Plant for
Riverwood?
Students should use the
following technological
activities:
1. Element Builder Gizmo:
Explorelearning.com
2. Graphing Half-Life with
Excel
3. Using Excel Formulas to
Calculate Molar Masses




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.A.1
5.2.12.B.1
5.2.12.B.2
5.3.12A.1
5.6.12A.1
5.6.12A.2
5.6.12A.3
5.6.12A.5
5.6.12A.8
5.7.12A.5
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
B. NUCLEAR RADIATION







Define and describe background radiation
including some of its sources.
Describe the effect of ionizing radiation
on human tissue.
Distinguish among alpha, beta, and
gamma radiation and their effects on
living tissue.
Describe the effects of shielding, length
of exposure, and proximity on the impact
of alpha, beta, and gamma radiation.
Describe how various radioactive
emissions affect the composition of the
nucleus.
Write, complete, and balance nuclear
equations describing changes in the
composition of nuclei that involved in
radioactive emissions.
List and describe methods for detecting
and measuring ionizing radiation.
Developing Skills
 Nuclear Balancing Act
ChemQuandry 2
 Radiation Exposure Standards
Investigating Matter
 Alpha, Beta and Gamma
Radiation
 Cloud Chambers
Making Decisions
 Your Annual Ionizing-Radiation
Dose
 Ensuring Public Safety
Students should use the
following technological
activities:
1. Investigating Sources of
Radiation : EPA website
2. Nuclear Decay Gizmo:
Explorelearning.com
3. Radon Webquest: EPA
website




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.A.1
5.2.12.B.1
5.2.12.B.2
5.3.12A.1
5.6.12A.1
5.6.12A.2
5.6.12A.3
5.6.12A.5
5.6.12A.8
5.7.12A.5
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
C. USING RADIOACTIVITY






Define and describe half-life.
Given its half-life, calculate the amount of
a particular radioisotope that remains after
a specified time.
Describe how radioisotopes are used as
diagnostic tracers in medicine.
Describe how radioisotopes are use to kill
cancerous cells.
Describe the process of nuclear
transmutation.
Write, complete, and balance nuclear
transmutation equations.
Developing Skills
 Application of Half-Lives
 Nuclear Bombardment Reactions Students should use the
ChemQuandry 3
 Carbon-14 Dating
ChemQuandry 4
 Using Radioisotopes in
Medicine
ChemQuandry 5
 Transmutation of Elements
Modeling Matter
 Understanding Half-Life
Making Decisions
 Opinions about Radioactivity
following technological
activities:
1. Half-life Gizmo:
Explorelearning.com
2. Nuclear Chemistry
Webquest
3. Nuclear Decay Gizmo:
Explorelearning.com




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.A.1
5.2.12.B.1
5.2.12.B.2
5.3.12A.1
5.3.12C.1
5.3.12D.1
5.4.12A.1
5.7.12A.5
COURSE NAME: Chemistry in the Community
OBJECTIVES
D. NUCLEAR ENERGY – BENEFITS AND
BURDENS






Define and describe nuclear fission.
Write a balanced nuclear equation for a
fission reaction.
Describe how electricity is generated in
a nuclear power plant.
Define and describe nuclear fusion.
List and describe types of nuclear waste
including their sources.
List, describe, and evaluate methods for
disposal of nuclear wastes, including
burdens and benefits of each.
ACTIVITIES
Developing Skills
 Disposing of High and LowLevel Waste
ChemQuandry 6
 Risk-Free Travel?
Modeling Matter
 The Tumbling Domino Effect
Making Decisions
 The Safest Journey
Putting It All Together

Communicating Scientific and
Technical Information
TECHNOLOGY
ACTIVITIES
Students should use the
following technological
activities:
EVALUATION




Homework
Quizzes
Tests
Laboratory
1. Nuclear Energy Webquest /
activities
Debate
 Projects
2. Nuclear Power: The Pros
 Presentations
& Cons: Sasinschool
 Webquests
3. United Streaming: Matter
 Problem-based
and Energy: Energy From
learning
the Atom: Nuclear Power
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.A.1
5.2.12.B.1
5.2.12.B.2
5.3.12A.1
5.3.12C.1
5.3.12D.1
5.4.12A.1
5.6.12B.1
5.6.12B.2
5.7.12A.5
5.10.12B.2
COURSE NAME: Chemistry in the Community
SUBJECT: CHEM COM – UNIT 7 – FOOD: Matter and Energy for Life
OBJECTIVES
ACTIVITIES
A. FOOD AS ENERGY
Developing Skills
 Energy in Action




Describe how calorimetry is used to
determine the energy stored in a particular
food.
Calculate energy involved, temperature
change or specific heat capacity given
appropriate calorimetry data.
Describe main processes and reactions
involved as energy flows from the sun to
growing plants then in turn to herbivores,
carnivores and decomposers.
Describe how chemical energy is derived
from oxidation of carbohydrates and fats.
ChemQuandry 1
 How Does Your Garden Grow?
Investigating Matter
 Snack Food Energy
Making Decisions
 Diet and Food Groups
 Gain Some, Lose Some
TECHNOLOGY
ACTIVITIES
Students should use the
following technological
activities:
1. Calorimetry Gizmo:
Explorelearning.com
2. Calorimetery Interactivity:
Sasinschool.com
3. Food Calorimetry Lab:
Pasco
EVALUATION




Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.2.12.B.2
5.3.12A.1
5.3.12C.1
5.4.12A.1
5.4.12B.1
5.5.12A.2
5.5.12A.3
5.6.12B.1
5.6.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
B. ENERGY STORAGE AND USE








Describe the general structure of a
carbohydrate molecule.
Distinguish among monosaccharide,
disaccharide, and polysaccharide structures.
Describe the general structure and
components of a fat molecule.
Describe saturated and unsaturated fats.
Describe hydrogenation.
Distinguish between cis and trans isomers.
Explain how structural differences in fat and
carbohydrate molecules account for their
different properties and energy content.
Identify a limiting reactant, given the
equation and reaction conditions.
Developing Skills
 Calories from Fat
 Fats in the Diet
 Limiting Reactant in Chemical
Reactions
ChemQuandry 2
 Fat-Free Food?
Modeling Matter
 Limiting Reactant Analogies
Making Decisions
 Analyzing Fats and
Carbohydrates
Students should use the
following technological
activities:
1. Limiting Reactant Gizmo:
Explorelearning.com
2. You Are what you Eat:
Sasinschool.com
3. Online Calorie Counter:
Foodpyramid.gov
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Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.6.12B.1
5.6.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
C. PROTEINS, ENZYMES, AND
CHEMISTRY
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Describe the general structure of a
protein.
Describe the formation of a peptide bond.
Describe how amino acids in food are
converted to proteins within the body.
Describe how some protein molecules
serve as catalysts.
Describe the effect of temperature and pH
on enzymes’ catalytic behavior.
ACTIVITIES
Developing Skills
 Analyzing Daily Protein
Requirements
ChemQuandry 3
 A Problem to Chew On
Investigating Matter
 Enzymes
 Amylase Tests
Modeling Matter
 Model Structure of Proteins
Making Decisions
 Protein Content
TECHNOLOGY
ACTIVITIES
EVALUATION
Students should use the
following technological
activities:
1. Enzymes Interactivity:
Sasinschool.com
2. Casein Lab: Pasco
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
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning
N.J.C.C.C.S.
5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.5.12A.1
5.6.12B.1
5.6.12B.2
COURSE NAME: Chemistry in the Community
OBJECTIVES
ACTIVITIES
TECHNOLOGY
ACTIVITIES
EVALUATION
N.J.C.C.C.S.
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5.1.12A.1
5.1.12A.2
5.1.12A.3
5.1.12A.4
5.1.12B.1
5.1.12B.2
5.1.12C.1
5.5.12A.1
5.6.12B.1
5.6.12B.2
D. OTHER SUBSTANCES IN FOODS
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Describe how some vitamins act as
coenzymes within the body.
Explain why a particular vitamin is either
fat soluble or water soluble.
Describe how titration can be used to
determine the amount of solute in a
particular solution.
List key minerals and explain their
importance to the body.
List and describe food additives.
Describe how paper chromatography
separates and identifies mixture
components.
Developing Skills
 Vitamins in the Diet
 Minerals in the Diet
 Food Additive Survey
ChemQuandry 4
 Nitrite Additives
Investigating Matter
 Vitamin C
 Analyzing Food-Coloring
Additives
Making Decisions
 Analyzing Vitamins and
Minerals
Putting It All Together
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School Vending Choices:
Guiding PTSA’
Students should use the
following technological
activities:
1. Nutrition Labels
Mishap :
Sasinschool.com
2. Virtual Titration
3. Food Additive
Webquest
Homework
Quizzes
Tests
Laboratory
activities
 Projects
 Presentations
 Webquests
 Problem-based
learning