Connecticut
Technical High School System
Chemistry
2007 - 2008
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Power Standards
a. The Power Standards have been outlined in BOLD text. These are the
understandings and skills that all students must become proficient in
upon exiting the course.
b. We must instruct and assess the entire curriculum not just the identified
power standards. These other “nice to know” standards are still
important in the understanding of the curriculum.
c. Power Standards will be assessed:
i. Through Trimester Benchmark Assessments
ii. Through School-based benchmark assessment which lead to the
Trimester Benchmark Assessment
iii. Multiple times; students will have multiple attempts to
demonstrate proficiency in each of the identified Power Standards
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Goal 1. Apply Atomic and Molecular Structure to Predict the Physical and
Chemical Properties
Big Idea (s)
 The periodic table can be used to determine the structure off an atom.
 The periodic table can be used to predict the physical and chemical properties of the
elements.
Essential Question(s):
1. What information can be taken from the Periodic Table?
2. Why is the Periodic Table a Chemistry student’s best friend?
Learning Outcomes
Students will wording from CSDE
As evidenced by:
AM-1 *The nucleus of the atom is
 Create a model of an atom of an element.
much smaller than the atom yet
 Match scientists with contribution to quantum
contains most of its mass.
AM-2 *The quantum model of the
model of the atom.
atom is based on experiments and
analyses by many scientists, including
 Create timeline of history of quantum model of
Dalton, Thomson, Bohr, Rutherford,
atom.
Milliken, and Einstein.
AM-3 *The position of an element in
 Decode information in periodic table.
the periodic table is related to its
atomic number.
AM-4 *The electron configuration
 Identify reactivity.
of elements and their reactivity
can be identified based on their
 Classify elements as metals, non-metals,
position in the periodic table.
AM-5 *The periodic table can be
metalloids, or halogens/
used to identify metals, semimetals,
 Predict properties based on position in
nonmetals, and halogens.
periodic table.
AM-6 *The periodic table can be
used to identify trends in ionization
 Decode information in periodic table.
energy, electro negativity, the
 Identify trends based on position in periodic
relative sizes of ions and atoms, and
table.
the number of electrons available for
 Analyze trends of the properties.
bonding.
Resources:
Extension Activity:


Common Formative Assessment(s)
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Summative District Assessment(s)
TBD
Goal 2. Apply Atomic Bonding to Predict How Elements Combine
Big Idea (s)

Atoms form bonds because of forces between electrons and protons
 Bonding affects properties of matter
Essential Question (s):
1. Why do atoms form bonds?
2. Why do different compounds have different properties?
Learning Outcomes
Students will:
As evidenced by:

Predict bonding (types of bonds
formed, how many bonds are
formed…).
CB-3 Lewis dot structures can provide models
of atoms and molecules.

Draw Lewis dot (electron dot) diagrams
of atoms and molecules.
CB-4 Electronegativity and ionization energy
are related to bond formation.

Examine electronegativity and ionization
energy as they relate to bonding.
CB-5 Salt crystals, such as NaCl, are repeating
units of positive and negative ions held together
by electrostatic attraction.
CB-6 The atoms and molecules in liquids move
in a random pattern relative to one another
because the intermolecular forces are too weak
to hold the atoms or molecules in a solid form.
CB-7 The shape of simple molecules and their
polarity can be predicted from Lewis dot
structures.
CB-8 Solids and liquids held together by Van
der Waals forces or hydrogen bonds are affected
by volatility and boiling/melting point
temperatures.

Arrange repeating patterns of positive
and negative ions.

Compare and contrast
movement with in solids, liquids, and
gases.

Predict shape and polarity of simple
molecules.

Analyze effects of Van der Waals forces
and hydrogen bonding.
CB-1 Atoms combine to form molecules by
sharing electrons to form covalent or metallic
bonds or by exchanging electrons to form
ionic bonds.
CB-2 Chemical bonds between atoms in
molecules such as H2, CH4, NH3, H2CCH2, N2,
Cl2, and many large biological molecules are
covalent.
Resources:
Extension Activity:
Common Formative Assessment(s)

TBD
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Summative District Assessment(s)
TBD
Goal 3. Illustrate and Demonstrate Conservation of Matter and Stoichiometry
Big Idea (s)
 Matter is not created or destroyed in a chemical reaction.
 Atoms that go into a reaction are the same as the atoms that come out of the reaction.
Essential Question (s):
1. What do balanced equations tell us about matter?
2. How do we count atoms or measure the mass of one atom?
Learning Outcomes
Students will:
As evidenced by:
CMS-1 Chemical reactions can be
described by writing balanced
equations.


Write equations for chemical
reactions.
Balance equations describing
chemical reactions.
CMS-2 The molar mass of a molecule
can be determined from its chemical
formula and a table of atomic masses.

Calculate molar masses.
CMS-3 The mass of a molecular
substance can be converted to moles,
number of particles, or volume of gas at
standard temperature and pressure.

Convert mass to moles or number of
particles or volume of gas at STP.
CMS-4 *The quantity one mole is set by
defining one mole of carbon to have a
mass of exactly 12 grams.
CMS-5 One mole equals 6.02 x 1023
particles (atoms or moles).
CMS-6 Hess’s law is used to calculate
enthalpy change in a reaction.

Define mole of carbon.

Calculate enthalpy using Hess’s law.
Resources:
Extension Activity:
Common Formative Assessment(s)

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Summative District Assessment(s)
TBD
Goal 4. Determine and Demonstrate Criteria Determining Reaction Rates
Big Idea (s)
 If collisions between molecules change, then the reaction rate is changed.
 There is a tendency for reactions to move towards equilibrium
Essential Question (s):
1. What conditions can cause a change to the reaction rate? Why do these factors
change the reaction rate?
2. How do reversible reactions become stable?
Learning Outcomes
Students will:
As evidenced by:
RR-1 Reaction rates depend on
factors such as concentration,
temperature, and pressure.

Predict affect on reaction rates of
concentration, temperature, and
pressure.
RR-2 Equilibrium is established
when forward and reverse reaction
rates are equal.

Explain what determines equilibrium.
RR-3 The rate of reaction is the
decrease in concentration of reactants
or the increase in concentration of
products with time.
RR-4 Catalysts play a role in
increasing the reaction rate by
changing the activation energy in a
chemical reaction.

Define reaction rates.

Calculate reaction rates.

Relate catalysts to activation energy and
reaction rate.
Resources:
Extension Activity:
Common Formative Assessment(s)

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Summative District Assessment(s)
TBD
Goal 5. Model and Illustrate Carbons Role in Organic Chemistry and
Biochemistry
Big Idea (s)
 Carbon is the basis of life
 Carbon’s structure allows it to form many different organic compounds.
Essential Question (s):
1. Why is carbon able to form so many different compounds?
2. Why is carbon important to life?
Learning Outcomes
Students will:
As evidenced by:
ORG-1 The bonding
characteristics of carbon result
in the formation of a large
variety of structures, ranging
from simple hydrocarbons to
complex biological molecules
and synthetic polymers.

Build models of simple hydrocarbons,
monomers, biological molecules, and
synthetic polymers (small segments).
ORG-2 Large molecules
(polymers) such as proteins,
nucleic acids, and starch, are
formed by repetitive combinations
of organic monomers.

Diagram polymerization reactions.
ORG-3 Amino acids are the
building blocks of proteins.
Resources:
Extension Activity:
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
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Name of Powered Curriculum:
Goal : Laboratory Safety
Big Idea (s):
 Safe laboratory practices make learning and practicing Chemistry easier.
Essential Question (s):
1. How do we use laboratory equipment properly?
2. How can we work safely in the Laboratory?
Learning Outcomes
Students will:
As evidenced by:

Identify and locate safety
equipment in the lab.

Draw a map of the Chemistry lab and
include locations of
-
emergency exits
-
eyewash fountains
-
safety shower
-
fire extinguisher
-
fire blanket
-
first aid kit
-
emergency power, water, and gas
shutoff

Properly use lab materials
and equipment.

Demonstrate proper use of lab materials
and equipment.

Work safely in the
laboratory.

Correctly answer safety questions.

Demonstrate safe working practices in the
lab as described in the Safety Contract.

Wear safety goggles, aprons, and gloves as
needed in the lab.
Resources:
Extension Activity:
Common Formative Assessment(s)
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Summative District Assessment(s)
Name of Powered Curriculum:
CHEMISTRY - (TECH PREP ARTICULATION)
Goal: Determine and Apply Variables Affecting Behaviors of a Gas
Big Idea (s):
 Real and ideal gases have unique properties.
 The gas laws can be used to determine the pressure, temperature, volume, and number
of moles of a gas involved in a chemical reaction.
Essential Question (s):
1. How are ideal and real gases different?
2. How are the temperature, pressure, volume, and number of moles of a gas involved in a
chemical reaction related?
Learning Outcomes
Students will:
As evidenced by:

Explain properties of gases

Compare properties of real and ideal gases

Know the Gas laws


State and explain the gas laws.
Apply the gas laws to problems involving
pressure, temperature, and volume.
Resources:
Extension Activity:
Common Formative Assessment(s)
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Summative District Assessment(s)
Connecticut Technical High School System
Chemistry
Name of Powered Curriculum:
CHEMISTRY - (TECH PREP ARTICULATION)
Goal 10-6:
Examine Properties and Interactions of Acids, Bases and Salts
Big Idea (s):
 Acids, bases, and salts have different properties that can be used to identify them.
Essential Question (s):
1. How can acids, bases, and salts be identified?
2. How can the concentration of an acid or base be determined?
Learning Outcomes
Students will:

Differentiate acids, bases,
and salts.

Investigate properties of
acids, bases, and salts.
As evidenced by:

Compare and contrast acids, bases, and salts.

Determine and explain ionization constants
of acids and relate to strength of acids and
bases.
Explain the purpose and use of an indicator.


Perform neutralization
reactions



Describe and identify neutralization
reactions.
Explain the purpose and use of an indicator.
Perform acid-base titrations.
Resources:
Extension Activity:
Common Formative Assessment(s)
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Summative District Assessment(s)