Learning Targets for Semester 2 – Honors CP Chemistry
Chemical Reactions and Stoichiometry_
1. Write a balanced chemical equation for a chemical reaction
a) Identify common vocabulary used in chemical equations: reactant, product, word equation, formula
equation, subscript, coefficient, state symbols for solids, liquids, gases, +, 
b) Write accurate formulas for chemical elements and compounds
c) Use coefficients to balance a skeleton equation.
d) Use atom inventory to check that an equation is balanced.
e) Convert a word equation into a balanced chemical equation
2. Classify a reaction by type (synthesis, decomposition, single replacement, double replacement,
combustion)
3. Predict the product of simple chemical reactions (particularly double replacement reactions)
a) Use the reaction type to predict what will be produced if given information about the reactants.
b) Use solubility rules to predict if a product will form a precipitate or not
4. Determine the mass of a reactant or product based on the mass of another reactant or product
in a reaction. (mass-mass stoichiometry problem)
a)
b)
c)
d)
Convert grams to moles and moles to grams
Determine the mole ratio of one component of a balanced equation to another.
Accurately complete a mass-mass stoichiometry problem
Calculate the percent yield – which is a measure of the efficiency of a reaction that is conducted in a
laboratory setting.
e) Identify applications of stoichiometry to real world situations
The Atom – Learning Targets
1. Identify and discuss developments in atomic theory
a)
Describe the significance of models in science. Why do scientists use models and why do the models change through time?
b)
How has the model of the atom changed through time? Will it continue to change? (Thomson, Rutherford,
c)
What is the Bohr model of the atom? What are the advantages and limitations of this model?
d)
What is the modern (aka electron cloud or quantum mechanical) model of the atom? What are the advantages and
limitations of this model?
e)
Use components of the modern model of the atom to describe the position of electrons in the atom. Components include

Heisenberg Uncertainty Principle

Four quantum numbers (principle / energy level, orbital/sublevel, orientation, spin)

Aufbau principle, the Pauli exclusion principle, Hund’s rule
2. Differentiate among major subatomic particles
a)
How big is an atom? Can we see individual atoms?
b)
What are the three major subatomic particles? What is the relative charge and mass of each? Where are they located in the
atom?
c)
Given two or more of the following values, how can you determine the others:
atomic number, mass number, number of protons, number of neutrons, number of electrons
d)
Draw a simple Bohr model of an atom of element # 1-20.
e)
Determine the electron configurations of the elements or identify elements by their electron configuration
Be comfortable with multiple notations: ‘long’, ‘short’ (with noble gas), ‘fill-in-the-box’ format.
The Atom – Learning Targets - continued
3. Describe isotopes.
4.
a)
What is an isotope?
b)
Why isn’t atomic mass a whole #?
c)
Calculate the average atomic mass of a mixture of isotopes of an element (given mass and relative abundance of each
isotope)
d)
What evidence led scientists to include the idea of isotopes in their understanding of the atom?
Describe the relationship between electromagnetic radiation and an electron
a)
What is the sequence of different types of electromagnetic radiation (infrared, ROYGBIV, ultraviolet)?
b)
How do the electrons in atoms produce characteristic flame test colors and spectra? Use photon in your response
c)
What is the relationship between wavelength and energy?
d)
Given Plank’s constant, the speed of light, and the wavelength of light given off by a particular element, determine the
difference in energy between the ground and excited state. ( ∆ E = hc/wavelength)
e)
What is the difference between continuous and bright line emission spectra?
f)
Explain how flame tests and spectra provide evidence for the modern model of the atom.
The Periodic Table – Learning Targets
1a
Compare and contrast the arrangement* of the original and modern periodic tables.
[*atomic mass/number as well as groups/periods]
a)
b)
1b
2
Distinguish between atomic mass and atomic number.
Distinguish between groups and periods.
Describe how Mendeleev used his periodic table to predict the existence and properties of
elements yet unknown
Use the periodic table to classify elements as members of various groups*.
[*metals, nonmetals, metalloids, transition metals, alkali metals, alkaline earth metals, halogens, noble gases]
a)
b)
3
Relate electron information about an element to its placement on the periodic table.
a)
b)
c)
d)
e)
Write the electron configuration for any element on the periodic table
Locate the s, p, d, and f blocks on the periodic table
Predict the electron configuration of an element using its position on the periodic table
Draw a simple Bohr model for elements 1-20
Identify the number of electrons in the valence shell of an atom of an element in the s or p block - using its
position on the periodic table and/or
Draw the Lewis dot structure of an element in the s or p block
Predict the charge of an ion of an element in the s or p block
f)
g)
4a
Define the various groups* of elements.
Locate the various groups* of elements on the periodic table.
State the major periodic trends* going across a period and down a group.
[*atomic mass, atomic size (radius), ionization energy, electronegativity, reactivity]
a)
Define the various properties* of elements that form the basis for the various trends*.
4b
Use the major periodic trends* to predict relative properties of elements
4c
Use information about atomic structure* to explain why each trend exists
(honors)
[*effective nuclear charge, number of energy levels, distance of valence electrons to nucleus]
a)
Define the various aspects* of atomic structure that impact periodic trends*.
Bonding Learning Targets
1. Describe why and how atoms combine.
A.
B.
C.
D.
State that atoms combine to achieve greater stability, as evidenced by a complete outer shell. (REVIEW)
Use the periodic table to predict the number of valence electrons and likely charge of elements in the s and p blocks.
(REVIEW)
Explain how the octet rule applies to atoms of metallic and nonmetallic elements (REVIEW)
Identify the type of bonding (nonpolar covalent, polar covalent, ionic, metallic) between two elements given their
electronegativities and/or their location on the periodic table.
2. Compare and contrast ionic and covalent compounds
A.
B.
C.
D.
E.
F.
3.
Differentiate among properties of ionic and covalent (polar and nonpolar) compounds (melting/boiling point, solubility,
conductivity)
Relate the properties of ionic and covalent (polar and nonpolar) compounds (melting/boiling point, solubility,
conductivity) to their bonding / structure.
Describe how electrons are shared to form covalent bonds and how electron dot structures represent shared and
unshared electrons.
Describe how atoms form double or triple covalent bonds
Describe how electrons are transferred to form cations (positive) and anions (negative). (REVIEW)
Describe how the attraction between oppositely charged ions results in an ionic bond. (REVIEW)
Describe the bonding in metals and relate it to the properties of metals.
A.
B.
C.
Describe the model of a metallic bond, including the valence electrons and the metal atom ‘core’ (kernel).
Relate the properties of metals…(conductivity, luster, malleability, ductility) to their bonding / structure.
Define ‘alloy’ and explain the importance of alloys.
4. Relate how molecular shape and polarity relate to properties of covalent compounds.
A.
Use models to describe and explain the structure of a molecule.
[molecular formulas, 3-D models, structural formulas, Lewis dot structures, molecular shapes]
B.
Determine bond polarity within a molecule and use this information… along with molecular shape… to determine if a
molecule is polar or nonpolar.
Describe the various intermolecular forces, including van der Waals, dipole/dipole, and hydrogen bonding. Compare
the relative strengths of these intermolecular forces – and compare them to the relative strengths of intramolecular
forces (i.e. covalent bonds).
Explain what makes ‘sticky stuff’… what makes stuff sticky?
Discuss a particular application of this idea… from teacher provided resources
C.
D.
E.
Describe a network solid and explain how this type of covalent substance differs from molecular covalent substances.
Thermochemistry Learning Targets
1. Describe the role of energy in chemical and physical processes.
a)
What is the difference between heat and temperature? (be able to address definitions, instruments used, and
appropriate SI units)
b)
What is the definition of the following terms associated with energy and chemical reactions: thermochemistry,
system, surroundings, exothermic, endothermic?
What is the difference between endothermic and exothermic processes? (address energy absorbed or emitted,
where heat appears in a written equation, the sign of H, the overall shape and components of an energy diagram)
c)
2. Calculate the heat involved in a chemical reaction.
a)
b)
c)
d)
What is the formula for calculating the heat released or absorbed during a chemical reaction and identify each
component (m, T, C)?
Given data, calculate the heat evolved from a burning candle (or other substance) and transferred to water in a
calorimeter (H=mTc);
Given data about the heat source, calculate heat per gram (J/g)
Given data – and specific heat capacity values – calculate the heat transferred to or from a substance other than
water (H=mTC)
3. Describe the 5 states of matter on an observable and particle level.
a)
b)
c)
How are the three primary states of matter (solid, liquid, gas) similar and different in terms of their physical
characteristics and what is happening on a particle level?
How does kinetic theory describe what is happening on a particle level in each of the primary states of matter
(motion of particles)?
What are plasma and Bose-Einstein condensates?
4. 4. Describe the role that energy plays in phase changes.
c)
d)
e)
f)
g)
What are the terms associated with specific phase changes? (evaporation, boiling, condensation, melting, freezing,
sublimation, deposition)
How is energy involved in phase changes? What happens to the motion of molecules as energy is added –or
removed – from a system?
What information can be obtained from a phase diagram? (i.e. triple point)
What happens to the temperature of a substance (like ice) as it is heated? (What would a graph of this process look
like? Why does the graph have flat regions?
Given data (heat of fusion, heat of vaporization, mass of substance undergoing phase change), calculate the heat
involved in a phase change.