Chemistry Honors Curriculum Plan
NORTH CAROLINA CHEMISTRY HONORS
Public Schools of Robeson County LEA:780
Course Description: Honors Chemistry focuses on the study of matter and the changes matter
undergoes. Major topics include the structure of atoms, properties of matter, chemical reactions,
conservation of energy and matter, and the interaction of energy and matter.
Honors Chemistry follows the Common Core and Essential Standards, but differs from Standard
Chemistry in several ways, including:
a) Students study select objectives in the CCES in more detail than in Standard
Chemistry.
b) Students are expected to show a greater mastery of certain CCES objectives.
c) Students explore additional chemistry topics which are not outlined in the CCES.
LEA Representative: _________________________________________________
Curriculum Content:
Teacher Rationale for Curriculum Content
Honors Chemistry is formatted as a rigorous, college-prep science course. It is designed for students that
want to be challenged and produce qualitative outcomes. Students will learn chemistry concepts
through a combination of class instruction and independent study. Diverse learning methods will be
utilized such as exploratory lab experiments, written lab reports and scientific research projects where
students are expected to demonstrate a greater responsibility for their learning process.
Standards and Objectives
http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/chemistry.pdf
Curriculum Plan
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS
Unit: 1
1.4 (p. 14-17) and lab 1.1 (to
demonstrate safe lab
practices)
Safety
Resources For
Differentiation
ACS safety video,
worksheets, and quiz
Honors: Lab #2:
Chemistry 1.3
Unit: 2
States of matter
Physical and chemical properties
and changes
1.2 (p. 7-9)
3.1(p. 54-60)
3.2(p.61-65)
Lab 3.1 (p.17)
A Review of Basic
Laboratory Techniques
Honors Lab #1:
Physical and Chemical
Changes
Lab 3.2 (p.21)
MiniLab (p.68)
Demo – gold pennies p. 6263
Lab - Observing physical
and chemical changes
Small-scale lab 2
Forensics lab A
Lab – Density of soda
Chemistry 1.1
Unit: 2
Atomic structure


*The nucleus of the atom is
much smaller than the atom
yet contains most of its
mass.
*The quantum model of the
atom is based on
experiments and analyses
by many scientists,
including Dalton, Thomson,
Bohr, Rutherford, Milliken,
4.1
“Black box” Lab
4.2
4.3
Honors: Lab #4
Emission Spectra
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS

and Einstein.
*The position of an element
in the periodic table is
related to its atomic
number.
Resources For
Differentiation
MiniLab p. 102 – isotopes
(pennies)
Lab 4.1 (p. 25)
Lab p. 108-109 (very small
particles)
Discovery Lab p. 117 (or
black box lab)
Chemistry 1.3
Unit: 3
Secret Agent activity – as
introductory activity
Periodicity



*The electron
configuration of elements
and their reactivity can be
identified based on their
position in the periodic
table.
*The periodic table can be
used to identify metals,
semimetals, nonmetals,
and halogens.
*The periodic table can be
used to identify trends in
ionization energy,
electronegativity, the
relative sizes of ions and
atoms, and the number of
electrons available for
bonding.
5.3
“Electron Configuration
Polka” – Chemistry
Songbag
“Mendeleev” – Chemistry
Songbag
6.1
6.2
6.3
Labs – 6.1(similar to Secret
Agent activity)
6.2
7.3 Periodic Puzzle
Research and write a
report on an element.
Make a model of the
element.
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS
Resources For
Differentiation
Chemistry 1.2 & 1.3
Chemical Bonds

Unit: 5 & 6





*Atoms combine to form
molecules by sharing
electrons to form covalent
or metallic bonds or by
exchanging electrons to
form ionic bonds.
*Salt crystals, such as
NaCl, are repeating
patterns of positive and
negative ions held
together by electrostatic
attraction.
*Chemical bonds between
atoms in molecules such
as H2, CH4, NH3, H2CCH2,
N2, Cl2, and many
biological molecules are
covalent.
*Lewis dot structures can
provide models of atoms
and molecules.
*The shape of simple
molecules and their
polarity can be predicted
from Lewis dot
structures.
*Electronegativity and
ionization energy are
related to bond formation
8.1
“If It Isn’t Love, What’s Going On?” –
Chemistry songbag
8.2
Lab 8.1 (properties)
Lab 8.2 (formation of a salt)
ChemLab 8 (p. 232 - making
ionic compounds)
9.1
Discovery Lab (p. 241 – oil
and vinegar)
Lab 9.1
9.2
Quick demo – p. 265 – salt
and sugar – how to tell
difference
Chromatography lab (chem.lab 9 p. 268
or similar lab)
9.5
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS
Resources For
Differentiation
Chemistry 2.2 & 3.2
10.1
Chemical Reactions and Solutions
Unit: 7

Unit: 8





*Chemical reactions can
be described by writing
balanced equations.
*The quantity of one mole
is set by defining one
mole of carbon-12 atoms
to have a mass of exactly
12 grams.
*One mole equals
6.02 x 1023 particles
(atoms or molecules).
*The molar mass of a
molecule can be
determined from its
chemical formula and a
table of atomic masses.
*Hess’s law is used to
calculate enthalpy change
in a reaction.
Students will be able to
describe solutions, calculate
concentrations of solutions,
describe factors that affect
solubility.
10.2
Discovery Lab (p. 277 –
observing change)
“A Mole is a Unit” –
Chemistry Songbag
Lab 10.1
Honors: Lab # 3
Lab 10.2
Determining the
Percent Composition of
a Compound
11.1
11.2
11.3
Honors: Lab #5
Lab 11.1
Formula of a Hydrate
Small-scale lab 11
16.4
ChemLab 11 – p. 342 –
hydrated crystals
15.1
15.2
Chemistry 2.2
Stoichiometry
Unit: 9


Students will be able to
identify limiting reactant in a
chemical reaction.
Students will be able to
Cold Pack – lab
12.1
12.2
(Stoichiometry song from
Chemistry Songbag)
12.3
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS

calculate the theoretical
yield of a reaction when
given the amounts of the
reactants (or at least the
limiting reactant).
Students will be able to
calculate the percent yield
of a chemical reaction from
actual yields and data
needed to calculate
theoretical yield.
MiniLab (p. 362 – baking
soda stoichiometry)
ChemLab 12 (p. 374)
Lab 12.1
Resources For
Differentiation
Honors: Lab #6
Mole-to-Mole
Relationships in a
Chemical Reaction
Honors: Lab #9
Lab 12.2
12.4
Double
Displacement
Reactions
Honors: Lab #7
Mass Relationships in
Chemical Reactions
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS
Resources For
Differentiation
Chemistry 3.1
Reaction Rates

Unit: 11



*The rate of reaction is the
decrease in concentration
of the reactants or the
increase in concentration
of products with time.
*Reaction rates depend
on such factors as
concentration,
temperature, and
pressure.
*A catalyst plays a role in
increasing the reaction
rate by changing the
activation energy in a
chemical reaction.
*Equilibrium is
established when forward
and reverse reaction rates
are equal.
17.1
17.2
PASCO probeware –
temperature and
colorimeter experiments
MiniLab (p. 539 – RXN rate
& temp.)
ChemLab 17 (p. 550 – RXN
rate and conc.)
Discovery Lab (p. 529 – or
CAPT Tiny Bubbles lab)
18.1
18.2
Lab 18.1
Lab #8
Solubility Curves
Honors: Lab #10
Stoichiometry and
Solutions
Lab #11
Lab 18.2
Reactions of
Solutions of Known
Concentration
Chemistry 2.1
Demo – marshmallow
with syringe (?)
Gases and Gas Laws
Unit: 10


Students will be able to
explain and apply the gas
laws.
Students will be able to
14.1
Boyle’s Law Lab with
blocks and syringes
ChemLab 14 (p. 444)
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS

describe kinetic molecular
theory to explain behavior.
Students will be able to use
the ideal gas equation to
solve problems.
MiniLab (p. 439)
Discovery Lab p. 419 as
demo
Resources For
Differentiation
PASCO probeware –
dissolved oxygen
experiment
Lab 14.1
14.2
“The Gas Laws” –
Chemistry Songbag
14.3
Chemistry 3.2
Acids, Bases, and Salts

Unit: 12




Students will be able to
differentiate between acids,
bases, and salts.
Students will be able to
determine and explain
ionization constants of acids
and relate to strength of
acids and bases.
Students will be able to
explain the purpose and use
of an indicator.
Students will be able to
describe and identify
neutralization reactions.
Students will be able to
perform acid-base titrations.
19.1
Honors: Lab # 12
Discovery Lab (p. 595)
Acid-Base Titration
Quick demo (p. 597)
MiniLab (p. 604)
If burets are not available,
a small-scale titration
may be done using a
pipette.
19.3
Honors: Lab #12
19.4
Acid-Base Titration
19.2
Lab 19.1
Lab 19.2
Small-scale Lab 17
Small-scale lab 18
PASCO probeware – pH
experiment
“Acids and Bases” –
Chemistry Songbag
Forensics Lab B
ChemLab 19 (p. 626)
Use “homemade”
indicators like red
cabbage juice and
C. Johannesson
Chemistry Honors Curriculum Plan
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
UNITS
Resources For
Differentiation
turmeric.
Organic Chemistry and
Biochemistry

Advance
Topics


*The bonding
characteristics of carbon
result in the formation of
a large variety of
structures, ranging from
simple hydrocarbons to
complex biological
molecules and synthetic
polymers.
*Large molecules
(polymers), such as
proteins, nucleic acids,
and starch, are formed by
repetitive combinations of
organic monomers.
*Amino acids are building
blocks of proteins.
22.1
Discovery Lab (p. 697)
22.2
MiniLab p. 751
22.3
Discovery Lab (p. 775 –
test for sugars)
22.4
Lab 23.2
22.5
23.5
24.4
24.2
make slime (p. 737)
24.1
Make Gak (Flinn)
Diaper lab
Quick demo (p. 782 – test
for starch)
C. Johannesson
Chemistry Honors Curriculum Plan
UNITS
Standards
Glencoe
(*State standards;
Chemistry
others for alignment with
Comm. Coll. Curriculum;
essential skills are bold)
Matter and Change
Resources For
Differentiation
Suggested Web Resources
www.chemmybear.com
www.nclark.net/chemistry
www.sciencegeek.net/chemistry
www.mrsj.exofire.net/chemistry
Instructional Materials & Methods:
Teacher Rationale for Instructional Materials & Methods
Honors Chemistry utilizes the course textbook: Glencoe Chemistry: Matter and Energy. This resource is
essential in the Chemistry student understanding of concepts. Chemistry instructors utilized diverse
instructional practices: 1. Technological devices for practical delivery and implementation of science
concepts for the 21st century learners. 2. Demonstrative activities to completely engage students. The
strengths of the course materials is in the diverse best instructional practices that address all learning
styles.
Instructional Materials and Methods:
In the course diverse learning strategies and methods of instruction will be utilized to enhance and
provide an environment conducive for preparing students for 21st century learning. Students will engage
in lab activities using laboratory equipment (CBLs, PASCO Probe ware, glassware, balances, etc.) in order
to adequately prepare students to inquire, investigate qualitative and quantitative measures. Students
will utilize technological devices to research, produce interactive, demonstrative projects and reports for
active engagement.
Sample Units & Assignments
Unit 2 Atomic Structure
CHEMISTRY INSTRUCTIONAL ALIGNMENT
Strand: Matter Properties and Change
Domain: Physical Science: Chemistry
C. Johannesson
Chemistry Honors Curriculum Plan
Essential Standard(s):
Chm. 1.1 Analyze the structure of atoms and ions
Chm. 1.3 Understanding the physical and chemical
properties of atoms based on their position on the Periodic
Table.
Essential Question(s):
1. Why do scientists use models in chemistry?
2. How would you describe the contributions made by
scientists to develop the atomic theory?
3. How do the early models of the atom lead to the
current atomic theory?
4. How would you describe subatomic particles?
5. What is the relationship between an isotope and the
mass of an atom?
6. What do you need to know to calculate the average
atomic mass of an electron?
7. How would you describe the arrangement of the
periodic table in reference to groups and periods?
8.
Clarifying Objective(s):
Chm. 1.1.1 Analyze the structure of atoms, isotopes, and
ions
Chm. 1.1.4 Explain the process of radioactive decay
using nuclear equations and half-life
Chm. 1.3.1 Classify the components of a periodic table
(period, group, metal, metalloid, nonmetal, transition).
How are elements arranged on the periodic table?
Pacing Guide: Fall: September
Spring: February
Revised Blooms Taxonomy: X Remembering X Understanding X Applying X
Analyzing X Evaluating
X Creating
Unit of
Study
*Atoms
*Periodic
Table
Major Concepts
Instructional Task
Atomic Theory
Chm 1.1
 Engage/Ex
plain:
Power
PointAtomic
Theory &
Historical/
Scientists
 Engage/Ex
plore:
Timeline –
History of
Atom/Ato
mic Theory
w/Scientist
s {Scroll}
 Engage/El
aborate:
Movie
Maker -


Describe the
composition
of the atom
and the
experiments
that led to that
knowledge
Describe how
Rutherford
predicted the
nucleus
Atomic Structure

Characterize
the protons,
neutrons,
electrons:
Essential
Vocabulary
Pre:












Instructional
Resources
Sample Assessment
Prompts
Text Resources:
Protons
Neutrons
Electrons
Atoms
Isotopes
Ions
Groups/Fa
milies
Periods
Periodic
Table
Transition
Elements
Metal/Non
metal/Meta
lloid
radioisotop
Glencoe:
Chemistry Matter
and Change
Chapter 3 Matter
– Properties and
Changes
Chapter 4 The
Structure of the
Atom
Digital Resources:
Laptop w/projector
www.msjs.com
www.eureka.com
www.discoverye
ducation.com
www.misterguch.
com
1. The following
properties describe
the element, mercury
(Hg). Which one is a
chemical property?
a. Its density is 5.43
g/cm3.
c. It
is a liquid at 298 K.
b. It is a silvery-white
metal.
d.
Mercury(II) sulfide
forms when it is
exposed to
C. Johannesson
Chemistry Honors Curriculum Plan
location,
relative
charge,
relative mass
(p=1, n=1,
e=1/2000).
 Use symbols:
A= mass
number,
Z=atomic
number
 Use notation
for writing
isotope
symbols:
235
92 U or U235
 Identify
isotope using
mass number
and atomic
number and
relate to
number of
protons,
neutrons and
electrons
 Have a
conceptual
awareness of
the nature of
average
atomic mass.
(Relative
abundance of
each isotope
determines the
average- no
calculations)
Periodic Table


Identify
groups/familie
s as vertical
columns on
the periodic
table
Identify
Scientists
Explain/E
xplore:
Construct a
Model of
the Atom
(example:
clay, yarn,
drawings)
 Evaluate:
Foldable –
Compariso
n of
Subatomic
Particles
 Engage:
Video
Clips
(Discovery
Education,
Eureka,
Gaggle.tub
e
 Elaborate/
Evaluate:
Isotope
Candy/Mar
shmallow
Lab
Activity
 Evaluate:
Evaluation
of Isotopes
& Ions
Handout
(Subatomic
Particles)
 Evaluate:
Calculation
s of
average
atomic
mass
Chm. 1.3
 Engage/E
xplain:
Power
Point –












e
alpha
beta
gamma
strong
nuclear
force
transmutati
on
transuraniu
m elements
half-life
radiochemi
cal dating
nuclear
fusion
nuclear
fission
critical
mass
Current:












average
atomic
mass
relative
abundance
actual
isotopic
mass
Representat
ive
Elements
band of
stability
nucleons
positron
emission
positron
electron
capture
radioactive
decay
series
induced
transmutati
on
mass defect
sulfide ions.
www.chemmybe
ar.com
Literary
Connections:
*Word Wall
*Laboratory
Report
*Vocabulary
Drills
*Scientific
Journals &
magazine
2. All of the
following are
properties of SO2.
Which one is a
physical property?
a. It reacts with
oxygen to form SO3
2-.
b. It condenses to a
colorless liquid at
14°F and atmospheric
pressure.
c. It is a strong
reducing agent.
d. It reacts with water
and oxygen to form
an acid.
3. Use the
following
information to
identify the atom or
ion: 8 protons, 8
neutrons, and 10
electrons.
a. S2+ b. O2–
c. O2+
d. S2–
e. Ne
4. Which best
describes the
relationship between
subatomic particles in
any
neutral atom?
A The number of
protons equals the
number of electrons.
C. Johannesson
Chemistry Honors Curriculum Plan
periods as
horizontal
rows on the
periodic table
 Know that
main group
elements in
the same
family have
similar
properties, the
same number
of valence
electrons, and
the same
oxidation
number
 Understand
that reactivity
increases
down in a
group of
metals and
decrease down
in a group of
nonmetals
 Identify main
group
elements as A
groups or as
groups 1, 2,
13-18
 Identify alkali
metals,
alkaline earth
metals,
halogens, and
noble gases
based on
location on the
periodic table
 Identify
transition
metals as B
groups or as
groups 3-12
Nuclear Chemistry





Periodic
Table
Engage/El
aborate:
Reviewing
the
Periodic
Table
Coloring
Sheet
Activity
Engage/El
aborate:
Movie
Maker –
Periodic
Table &
Families
Explore/E
laborate/E
valuate:
Internet
Scavenger
Hunt –
Make the
Periodic
Table Real
Explore/E
laborate:
Research –
Individual
Elements
(Utilizatio
n)
Explain:
Chemistry
Football –
Goal Post
–
relationshi
p between
representat
ive
elements
and alkali,
alkaline
earth,
noble


breeder
reactor
thermonucl
ear reaction
Introductory:

Bohr Model





Periodic
Trends
Atomic
radii
Atomic
reactivity
Electroneg
ativity
Ionization
energy
B The number of
protons equals the
number of electrons.
C The number of
neutrons equals the
number of electrons.
D The number of
neutrons is
greater than the
number of protons
5. The charge and
mass number of a
proton are:
a. charge = +1,
Mass number = 1
b. charge = 0, Mass
number = 1
c. charge = -1, Mass
number = 0
d. charge = +1,
Mass number = 0
C. Johannesson
Chemistry Honors Curriculum Plan

Calculate halflife.

Use symbols
for and
distinguish
between
alpha, beta
and gamma
radiation
include
relative mass

Compare
penetrating
ability of
alpha, beta,
and gamma

Fission and
fusion
gases,
halogen.
Chm. 1.1
 Engage/Ex
plain:–
PowerPoint
Nuclear
Chemistry
 Evaluate:
FoldableCompariso
n of Alpha,
Beta and
Gamma
Particles
 Explore/El
aborate:
Internet
BrainPop
(Nuclear
Chemistry
-practical
utilization)
 Engage:
Video
Clips –
Compariso
n between
fusion &
fission
 Evaluate:
calculation
sBalancing
nuclear
equations,
half-life
 Explore/El
aborate:
Modeling
Radioactiv
e Decay
Laboratory
Activity
(p.819)
 Elaborate/
Evaluate:
Independen
C. Johannesson
Chemistry Honors Curriculum Plan
t Research
Project (
Ex.
Nuclear
reactors)
Sample Assignment #1 Courtesy of www.nclark.net
Experiment #1: Physical and Chemical Changes
Precautions: Safety glasses, safety aprons, DO NOT look directly at the burning
magnesium.
Objective: To study the difference between a physical and a chemical change.
Apparatus: Bunsen burner, crucible tongs, medium test tubes, ceramic tile, mortar
and pestle
Materials: Wood splints, copper strip, magnesium ribbon, sandpaper, sugar, glass
rod, table salt
Procedures:
1. . Examine a wood splint and note its physical properties in the table below.
Heat the splint until it takes fire and allow it to burn itself out on the ceramic
tile. Record your observations in the table below.
2. Using a test tube holder, heat 1/6 of a test tube of water in a test tube until it
boils. Hold a dry test tube in the escaping steam for a minute or two. What is
the product that condenses on the tube? ________________ Record your
observations in the table below.
3.
Scour a piece of copper with sandpaper until it is perfectly clean. Examine it
and note its properties. Hold the copper strip with the tongs and heat it in
the Bunsen burner for several minutes. Examine and note its properties
after heating. Record your observations in the table below.
4.
Put a pinch of sugar in a dry test tube. Heat the test tube for several minutes.
Note the properties of the sugar before and after heating. Record your
observations in the table below.
5.
Heat the end of a glass rod until it becomes soft and bends. When cool,
examine and compare the heated with the unheated end of the rod. Record
your observations in the table below.
C. Johannesson
Chemistry Honors Curriculum Plan
6.
Clean the magnesium ribbon with sandpaper. examine the magnesium and
note its properties. Hold the magnesium strip with the tongs and ignite it in
the Bunsen burner.
7.
Taste some salt. Place 1/2 cm3 of salt in a clean mortar and pestle and grind
it to a powder. Taste the ground salt. Dissolve some of the salt in « test tube
of water. Taste the solution. Record your observations in the table.
Observations: Table of Observations
Materials
Properties Before
Heating
Properties After
Heating
Chemical or Physical
Change?
Wood
Water
Copper
Sugar
Glass
Magnesium
Salt
Taste of
Crystals
Taste when
Ground
Taste when
Dissolved
Summary Questions:
1. Different kinds of matter are recognized by observing their
_________________________.
2. Five characteristics or properties used to identify substances are
______________________
______________________________________________________________________________
.
3. Two kinds of changes that matter may undergo are _______________________ and
______________________.
4. A change in which a substance loses the properties by which we identify it is called a
C. Johannesson
Chemistry Honors Curriculum Plan
_____________________ change.
5. A change in which an element or compounds may change some of its physical properties
but not
its chemical properties is called a _____________________ change.
Conclusions:
1. A chemical change is one in which ___________________________________________
_______________________________________________________________________.
2. Compounds are formed as the result of __________________________ changes.
3. A physical change is one in which
_______________________________________________
___________________________________________________________________________
4. The formation of mixtures is a ______________________ change.
Related Questions:
1. Matter is defined as ________________________________________________________.
2. The three states or forms of matter are _________________________________________.
3. Mixing iron fillings and sulphur is a ____________________ change because _________
__________________________________________________________________________
4. Heating a mixture of iron filings and sulphur produces a _______________ change
because
__________________________________________________________________________
5. State whether the following are Physical (P) or chemical (C) changes:
a) Souring of milk _______
g) Burning of coal _______
C. Johannesson
Chemistry Honors Curriculum Plan
b) Rusting of iron _______
c) Breaking glass _______
d) Tarnishing of silver _______
h) Pulverizing sugar _______
i) Boiling water ________
j) Melting ice ________
e) Dissolving salt in water ______
k) Melting paraffin _______
f) Magnetizing iron _______
l) Decaying of food _______
6. Does the application of heat to a substance always produce a chemical change? _______
Give
examples to support your answer _________________________________________
7. Give an example of a chemical change produced by:
a) Light ________________________________________________
b) Electricity ___________________________________________
c) Heat ________________________________________________
8. Give an example of a chemical change which produces:
a) Light and Heat ________________________________________
b) Electricity ___________________________________________
c) Mechanical energy ____________________________________
9. How would you show that:
a) dissolving sugar in water is a physical change.
b) heating a platinum wire in air is a physical change.
C. Johannesson
Chemistry Honors Curriculum Plan
Sample Assignment #2 Courtesy of www.mrsj.exofire.net
The Mole Review
****ALL ANSWERS MUST INCLUDE THE PROPER UNITS & SIG FIGS.****
SOLVE THE FOLLOWING MOLAR CONVERSION & MOLARITY PROBLEMS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
How many grams would 8.1  1021 molecules of sucrose (C12H22O11) weigh?
How many grams of AgNO3 are required to make 25 mL of a 0.80M solution?
How many moles are in 53.8 g of magnesium chloride?
What volume of 0.15M SrSO4 can be made from 23.1 grams?
Find the molarity of a 2.50 L solution containing 7 g of potassium fluoride.
How many units are in 0.845 moles of NaNO3?
How many grams of aluminum chloride are required to make 0.50 L of a 1.0M solution?
How many molecules are in 50.0 g of calcium sulfide?
Find the molarity of an 85 mL solution containing 2.6 g of ZnCl2.
How many atoms are in a 2.0 kg ingot of gold? (Note mass units.)
Find the molarity of a 750 mL solution containing 20.0 g of lithium bromide.
SOLVE THE FOLLOWING PERCENTAGE COMPOSITION PROBLEMS:
12. Find the percentage composition of sucrose (C12H22O11).
13. Find the percentage composition of a sample containing 1.29 g of carbon and 1.71 g of
oxygen.
14. Find the mass percentage of water in sodium carbonate decahydrate.
15. How many grams of zinc are in a 37.2-gram sample of zinc nitrate?
SOLVE THE FOLLOWING EMPIRICAL & MOLECULAR FORMULA PROBLEMS:
16. Find the empirical formula of a compound that contains 75% carbon and 25% hydrogen.
17. Find the empirical formula of a compound that contains 9.03 g magnesium and 3.48 g of
nitrogen.
18. The empirical formula of a compound is NO2. Its molecular mass is 92 g/mol. What is its
molecular formula?
19. Glucose has an empirical formula of CH2O. Find its molecular formula if its molecular mass
is 180.0 g/mol.
20. A compound is composed of 34.2% sodium, 17.7% carbon, and 47.6% oxygen. Find its
empirical formula. If its molecular mass is 134 g/mol, find its molecular formula.
C. Johannesson
Chemistry Honors Curriculum Plan
The Mole Review –
ANSWER KEY
***ALL ANSWERS MUST INCLUDE THE PROPER UNITS & SIG FIGS.***
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
4.6 g C12H22O11
3.4 g AgNO3
0.565 mol MgCl2
0.84 L SrSO4 solution
0.048M KF
5.09 × 1023 units NaNO3
67 g AlCl3
4.17 × 1023 molec. CaS
0.22M ZnCl2
6.1 × 1024 atoms Au
0.31M LiBr
42.098% C, 6.490% H, 51.411% O
43% C, 57% O
62.976% H2O
12.8 g zinc
CH4
Mg3N2
N2O4
C6H12O6
empirical: NaCO2 molecular: Na2C2O4
Student Work Samples
Teacher Rationale for Assessment Practices in Chemistry Honors:
Different learning styles will be taken into account, therefore using a variety of evaluation
techniques. This will allow each student to display ability in a way that truly shows their
understanding of the material. Self-evaluation components within lessons will allow students to
assess their learning and improve learning strategies. Students will communicate their
knowledge through a variety of ways such as class/group participation, activities that use rubric,
projects in and out of class, unit tests, and lab reports.
C. Johannesson
Chemistry Honors Curriculum Plan
Formative Assessments include items that informally measure student growth and
understanding.
Examples
Exit slips
Question answer sessions
Graphic organizers
One page papers
Mini labs
Fishbowl topics of concern
Think pair share
Quick writes
Gallery walks
Four square
Jigsaw vocabulary
Summative Assessments include items that formally student growth and understanding.
Examples
Benchmarks
Interim progress reports
Unit tests
Common Exams
State Exams that measure growth or proficiency
Formal written lab reports
C. Johannesson
Chemistry Honors Curriculum Plan
Assessment Sample #1
PHYSICAL SCIENCE INTERACTIVE NOTEBOOK GUIDELINES
Completed Table of
Contents
Pages Numbered
All Diagrams Colored &
Labeled
Organized/Neat
All Pages Completed
Total Points
PTS
10
1st Check
2nd Check
3rd Check
4th Check
10
20
20
40
100
RANDOM SPOT CHECK
Date
Grade
C. Johannesson