Essential Outcomes s1

Essential Outcomes Chemistry I Pacing Guide

1) Properties and States of Matter: Describe the nature of physical and chemical properties and changes of matter. Compare and contrast states of matter at the molecular level. Learning Goals: a) Students will be able to explain how physical properties can be used to differentiate between pure substances and mixtures. (C.1.1, C.1.2) b) Students will be able to identify physical and chemical changes in matter. (C.1.3, C.1.4) c) Students will understand and be able to describe the characteristics of solids, liquids, and gases and changes in state at the molecular level. (C.1.5) d) Students will be able to explain and apply the Law of Conservation of Mass as it applies to chemical processes. (C.1.6) e) Students will be able to determine the density of various materials given samples. (C.1.7)

2) Atomic Structure and the Periodic Table: Describe how the properties and arrangements of the subatomic particles contribute to the structures of atoms. Describe how the structure of the periodic table reflects the numbers of electrons and protons and the configuration of electrons in an atom. Learning Goals: a) Students will be able to explain the history of atomic theory. (C.2.1) b) Students will be able to explain the location of the subatomic particles and the numbers of them in specific isotopes of elements. (C.2.2, C.2.3) c) Students will be able to calculate the average atomic mass of an element from isotopic abundance data. (C.2.4) d) Students will be able to use the periodic to show the relationship between electronic configuration and properties of the elements. (C.2.5, C.2.6) e) Students will be able to compare and contrast nuclear and chemical reactions. (C.2.7) f) Students will be able to understand and write nuclear equations. (C.2.8) g) Students will understand the concept of half-life and be able to work a variety of half-life problems. (C.2.9)

3) Bonding and Molecular Structure: Describe how the configuration of electrons within an atom determines its interactions with other atoms. Describe the attractive forces among the molecules and their effect on chemical and physical properties. Learning Goals: a) Students will be able to compare and contrast the properties of ionic and covalent compounds. (C.3.1) b) Students will be able to compare and contrast how ionic and covalent compounds form. (C.3.2) c) Students should be able to draw structural formulas and name simple molecules. (C.3.3) d) Students should be able to write formulas and names for ionic compounds. (C.3.4) e) Students should be able to compare and contrast ionic, covalent, and metallic bonding with respect to particles, bond strength, and physical properties. (C.3.5)

4) Reactions and Stoichiometry: Use balanced chemical equations and the mole concept to determine the quantities of reactants and products. Learning Goals: a) Students will be able to classify and give example of different types of reactions in order to predict products. (C.4.1, C.4.5) b) Students will balance chemical equations to demonstrate the law of conservation of mass and be able to use balanced chemical equations to calculate chemical quantities. (C.4.2, C.4.4) c) Students will be able to do stoichiometric calculations. (C.4.3, C.5.3) d) Students will be able to determine oxidation states and recognize electron transfers in redox reactions. (C.4.6) e) Students will be able to calculate percent composition by mass in compounds and mixtures. (C.4.7)

5) Behavior of Gases: Using the kinetic molecular theory, describe and explain the behavior of gases. Using the ideal gas equation of state, examine the relationship among the number of moles, volume, pressure, and temperature for ideal gases. Learning Goals: a) Students will be able to use kinetic molecular theory to explain the behavior of gases with respect to volume, pressure, moles, and temperature. (C.5.1) b) Students will be able to use the ideal gas law. (C.5.2)

6) Thermochemistry: Recognize that chemical reactions result in either the release or absorption of energy. Apply the law of conservation of energy. Learning Goals: a) Students will be able to explain how the motion of particles on a microscopic level can determine the thermal energy and heat flow on a macroscopic level. (C.6.1, C.6.2) b) Students will be able to classify chemical reactions and phase changes as endothermic or exothermic. (C.6.3) c) Students will be able to solve heat energy problems involving phase changes and heat absorption or loss. (C.6.4)

7) Solutions: Describe the composition and characteristics of solutions. Identify the factors that qualitatively affect solubility, reaction rates and dynamic equilibrium. Learning Goals: a) Students will be able to describe the composition and properties of different types of solutions. (C.7.1) b) Students will be able to explain how the temperature, pressure, and polarity of the solvent affect the solubility of a solute. (C.7.2) c) Students will be able to perform calculations with the molarity formula and be able to prepare a solution of a given molarity. (C.7.3, C.7.4) d) Students will be able to explain how the rate of reaction is affected by changes in concentration, temperature, surface area, and a catalyst. (C.7.5)

8) Acids and Bases: Use acid-base definitions to identify acids and bases when given their formulas and reactions. For any aqueous solution, explain the meaning of the value indicated by the pH scale in terms of the hydrogen ion concentration. Learning Goals: a) Students will be able to describe the characteristic properties of acids and bases. (C.8.2) b) Students should be able to use Arrhenius and Bronsted Lowrey definitions to classify substances as acids or bases. (C.8.1) c) Students will be able to compare and contrast the dissociation and strength of acids and bases in solution. (C.8.3) d) Students will be able to pH problems. (C.8.4) e) Students will be able to titration calculations. (C.8.5)

9) Organic Chemistry: Describe the unique nature of carbon atom's ability to bond to one another and other elements, which forms countless carbon-based substances and macromolecules. Learning Goals: a) Students will be able to use structural formulas to illustrate carbon atoms ability to bond covalently to one another to form many different compounds. (C.9.1) b) Students will be able to illustrate the variety of molecular types formed by the covalent bonding of carbon atoms and describe the typical properties of these molecular types. (C.9.2)

MICHIGAN CITY HIGH SCHOOL Chemistry I Ongoing/All Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Course Title Assessment Type Assessment Type Assessment Type Assessment Type

Standard Standard Standard Standard Standard Bundle # 1 - Properties Bundle # 2b Periodic Bundle #4 - Reactions and Bundle # 5 - Behavior of Gases and States of Matter Table 2.5, 2.6 Stoichiometry 5.1, 5.2 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 4.1, 4.2, 4.3, 4.4, 5.5, 4.6, Bundle # 7 - Solutions Bundle # 3 –Bonding and 4.7 7.1, 7.2, 7.3, 7.4, 7.5 Bundle # 2a– Atomic Molecular Structure Structure and the Periodic 3.1, 3.2, 3.3, 3.4, 3.5 Bundle #6a - Kinetic Bundle # 6b Table theory and states of Thermochemistry - 6.3,6.4 2.1, 2.2, 2.3, 2.4, 2.7, 2.8, matter 2.9 6.1, 6.2 Bundle #8 – Acids and Bases Bundle # 9 – Organic 8.1, 8.2, 8.3, 8.4, 8.5 Chemistry (Chapters 2, 3, 4, 5, 25) (Chapters 6, 7, 8, 9) 9.1, 9.2

(Chapter 10, 11, 12, some (Chapter 14, 16, 17, 18 20, 13, 22) some, 19)

Best Practice Methods Best Practice Methods Best Practice Methods Best Practice Methods Cooperative Learning Cooperative Learning Cooperative Learning Cooperative Learning Similarities and Similarities and Similarities and Similarities and Differences Differences Differences Differences Problem solving Choice Choice Choice Measuring Frequent and immediate Frequent and immediate Frequent and immediate Choice feedback feedback feedback Frequent and immediate Graphic Organizers Graphic Organizers Graphic Organizers feedback Summarizing Summarizing Summarizing Graphic Organizers Analysis and Evaluation Analysis and Evaluation Analysis and Evaluation Summarizing Hypothesize Hypothesize Hypothesize Analysis and Evaluation Hypothesize Chemistry I Benchmark #1 – Properties and States of Matter Describe the nature of physical and chemical properties and changes of matter. Compare and contrast states of matter at the molecular level. Learning Goals: a) Students will be able to explain how physical properties can be used to differentiate between pure substances and mixtures. (C.1.1, C.1.2) b) Students will be able to identify physical and chemical changes in matter. (C.1.3,C.1.4) c) Students will understand and be able to describe the characteristics of solids, liquids, and gases and changes in state at the molecular level. (C.1.5) d) Students will be able to explain and apply the Law of Conservation of Mass as it applies to chemical processes. (C.1.6) e) Students will be able to determine the density of various materials given samples. (C.1.7) Declarative Knowledge Procedural Knowledge Concepts 1. Matter can be classified as pure substances with chemical formulas or mixtures of Processes Scientific Method pure substances. 2. The properties of matter can be used to distinguish the different types of matter. 3. The arrangement of particles due to their attractions for one another determine the physical state of matter. 4. During any chemical reaction, mass is conserved. 5. Density is the ratio of the mass of a substance to its volume. Organizing 1. Students will understand and be able to explain how physical properties can be

Ideas used to differentiate among pure substances; solutions; and heterogeneous mixtures. 2. Students will be able to identify chemical and physical changes in matter. 3. Students will be able to describe the differences between solids, liquids, and gases and what happens on a molecular level during a phase change. 4. Students will be able to solve a variety of density problems. 5. Students will understand that Antoine Lavoisier determined a quantitative method for measuring matter in demonstrating the Law of Conservation of Mass. 6. Students will be able to distinguish between the intensive and extensive properties of a substance. 7. Students will use the importance of communicating results of scientific inquiry. Details 1. Elements, the simplest form of matter, are made up of atoms. Skills . 2. Compounds are chemical combinations of elements. 3. Mixtures are physical combinations of substances that can be homogeneous or heterogeneous and can be separated by physical means. 4. Physical changes in matter do not change the identity of the matter. 5. Chemical changes in matter involve the formation of new substances. 6. Signs of chemical change include change of color, odor, energy, or release of a new substance. 7. The mass of the reactants is equal to the mass of the products in a chemical reaction. 8. Intensive properties do not depend on the amount of matter present, extensive does. 9. Density equals mass divided by volume. 10. The particles of a solid are attracted to each other strongly and are closely packed; the particles of a liquid are attracted to each other and can slide past each other; the particles of a gas are far apart and moving rapidly in straight lines until colliding with other particles or the walls of a container. 11. Hypotheses are tested with experiments. 12. Theories and laws are generated from the results of many experiments. 13. Experiments have one variable that is changed. Vocabulary atoms, elements, compounds, physical state, solid, liquid, gas, mixture, phase, homogeneous, heterogeneous, intensive properties, extensive properties, physical property, chemical property, physical change, chemical change, solution, pure substance, Law of Conservation of Mass, fact, inference, scientific method, theory, hypothesis, scientific law, experiment, chemical reaction, energy Chemistry I Benchmark #2 Atomic Structure and the Periodic Table Describe how the properties and arrangements of the subatomic particles contribute to the structures of atoms. Describe how the structure of the periodic table reflects the numbers of electrons and protons and the configuration of electrons in an atom. Learning Goals: a) Students will be able to explain the history of atomic theory. (C.2.1) b) Students will be able to explain the location of the subatomic particles and the numbers of them in specific isotopes of elements. (C.2.2, C.2.3) c) Students will be able to calculate the average atomic mass of an element from isotopic abundance data. (C.2.4) d) Students will be able to use the periodic to show the relationship between electronic configuration and properties of the elements. (C.2.5, C.2.6) e) Students will be able to compare and contrast nuclear and chemical reactions. (C.2.7) f) Students will be able to understand and write nuclear equations. (C.2.8) g) Students will understand the concept of half-life and be able to work a variety of half-life problems. (C.2.9) Declarative Knowledge Procedural Knowledge Concepts 1. Atoms are composed of protons, neutrons, and electrons and their numbers determine Processes Scientific Method the identity of the element and its isotopes. 2. The positions of the elements on the Periodic Table are determined by their number of protons and their electron arrangement. Organizing 1. Students will understand the position of the elements on the Periodic Table can be used Ideas to predict their chemical and physical properties. 2. Students will understand that the electron configuration of the elements can be used to predict their chemical properties. 3. Students will understand the numbers of subatomic particles determine the atomic number and mass number of an atom. 4. Students will understand how Atomic Theory has evolved over the ages. 5. Students will be able to calculate the average atomic mass of an element from its relative abundance data and atomic masses. 6. Students will be able to compare and contrast chemical and nuclear reactions. 7. Students will be able to balance nuclear reactions. 8. Students will be able to work a variety of half-life problems. 9. Students will be able to investigate a problem using the Scientific Method. 10.Students will understand the importance of communicating results of science inquiry. Details 1. The elements of the Periodic Table can be classified as metal, nonmetal, or Skills 1. Chart Reading metalloid. 2. Atoms are made up of protons, neutrons, and electrons. 3. The atomic number of an element is equal to its number of protons. 4. The mass number of an isotope is equal to the sum of the protons and neutrons in the nucleus of the atom. 5. Atomic size increases down a group and decreases across a period from left to right. 6. Ionization energy and electronegativity decrease down a group and increase across a period from left to right. 7. Dalton, Thomson, Rutherford, and Bohr all contributed to the evolution of the modern atomic theory. 8. Average atomic mass is a weighted average of all naturally-occurring isotopes of an element. 9. Electron configuration can be used to predict how atoms react with one another. 10. Nuclear reactions involve a change in the identity of elements. 11. In nuclear equations mass number and atomic number must both balance. 12. Half-life is a property of a radioactive isotope and is useful in determining the age of material. 13. Hypotheses are tested with experiments. 14. Theories and laws are generated from the results of many experiments. 15. Experiments have one variable that is changed. Vocabulary proton, neutron, electron, mass number, atomic number, atomic mass, isotope, nucleus, metal, nonmetal, metalloid, family, group, ion, electronegativity, period, representative element, transition element, inner transition element, electron configuration, radioactivity, nuclear radiation, radioisotope, alpha particle, beta particle, gamma ray, positron, half-life, fission, fusion, ionizing radiation, transmutation, scientific law, controlled variable, dependent variable, periodic table, ionization energy, Bohr model, valence electron, cation, anion Chemistry I Benchmark #3 – Bonding and Molecular Structure Describe how the configuration of electrons within an atom determines its interactions with other atoms. Describe the attractive forces among the molecules and their effect on chemical and physical properties. Learning Goals: a) Students will be able to compare and contrast the properties of ionic and covalent compounds. (C.3.1) b) Students will be able to compare and contrast how ionic and covalent compounds form. (C.3.2) c) Students should be able to draw structural formulas and name simple molecules. (C.3.3) d) Students should be able to write formulas and names for ionic compounds. (C.3.4) e) Students should be able to compare and contrast ionic, covalent, and metallic bonding with respect to particles, bond strength, and physical properties. (C.3.5) Declarative Knowledge Procedural Knowledge Concepts 1. Atoms interact with other atoms in order to become more stable; the types of atoms Processes Scientific Method involved determine the nature of the bond, the formula, and the name of the compound formed. 2. The strength of attractive forces between molecules contributes to their chemical and physical properties. Organizing 1. Students will understand and be able to write formulas from names and names from Ideas the formulas of compounds. 2. Students will be able in the laboratory to classify substances as ionic or molecular based on their solubility in water and other physical properties. 3. Students will be able to predict ionic and molecular compound formation from given elements. 4. Students will be able to use molecular attractions as a predictor in determining the physical states of substances. 5. Students will be able to compare and contrast ionic, covalent, and metallic bonding with respect to particles, bond strength, and physical properties. Details 1. Ionic bonds contain ions of opposite charge and in a formula unit balance out to zero. Skills 1. Formula writing and naming of 2. Covalent bonds involve sharing electron pairs. compounds 3. Molecular attractions include: hydrogen bonding, dispersion interactions, and dipole- 2. Chart reading dipole attractions. 3. Model building 4. Chemical formulas and names are written according to certain rules. 4. Draw electron dot diagrams for ionic 5. Metals lose electrons and form cations. Nonmetals gain electrons and form anions. and covalent substances 6. The VSEPR Theory states that the shape of a molecule is determined by the number of atoms and lone pairs of electrons located around the central atom.

Vocabulary ionic bond, covalent bond, shared pair of electrons, lone pairs, unshared pairs, dispersion interactions, dipole-dipole interactions, van der Waals forces, hydrogen bonds, ions, molecules, metals, nonmetals, metalloids, double covalent bond, triple covalent bond, VSEPR Theory, polyatomic ion, subscripts Chemistry I Benchmark #4 – Reactions and Stoichiometry

Use balanced chemical equations and the mole concept to determine the quantities of reactants and products. Learning Goals: a) Students will be able to use the mole in chemical calculations. (C.4.3) b) Students will be able to classify and give example of different types of reactions in order to predict products. (C.4.1, (C.4.5) c) Students will balance chemical equations to demonstrate the law of conservation of mass and be able to use balanced chemical equations to calculate chemical quantities. (C.4.2, C.4.4) d) Students will be able to do stoichiometric calculations. (C.4.3, C.5.3) e) Students will be able to determine oxidation states and recognize electron transfers in redox reactions. (C.4.6) f) Students will be able to calculate percent composition by mass in compounds and mixtures. (C.4.7) Declarative Knowledge Procedural Knowledge Concepts 1. Chemical reactions can be predicted from the given reactants and conditions. Processes Balancing equations 2. The law of conservation of mass states that the mass of the reactants equals the mass of the products in a chemical reaction. 3. The quantities involved in a chemical reaction can be determined using stoichiometry. Organizing 1. Students will be able to complete and balance equations given the reaction conditions Ideas and reactants. 2. Students will be able to recognize the different types of reactions. 3. Students will be able to recognize that electron transfer reactions in a redox reaction include both an oxidation and a reduction. 4. Students will be able to use balanced equations to do a variety of stoichiometry problems. Details 1. A chemical reaction is balanced when the same number of each type of atom is found Skills 1. Reaction prediction on each side of the equation. 2. Formula writing from names 2. The reaction types are combination, decomposition, single replacement, double 3. Naming chemical compounds from replacement, combustion, and redox. formulas 3. Oxidation is the increase in oxidation number and the loss of electrons. 4. Chart reading 4. Reduction is the decrease in oxidation number and the gain of electrons. 5. Coefficients are used to balance equations. 6. The molar mass of any substance equals the sum of the atomic masses. 7. The molar volume of a gas at STP is 22.4 liters. 8. The molar ratio is used in every stoichiometry problem. 9. Mass or volume of one component of a compound or mixture divided by the total mass of the compound or mixture can be used to determine percent composition. 10. Percent yield is a ratio of the experimental yield divided by the theoretical yield. 11. Avogadro's number of particles is equal to one mole. 12. The density of a gas at STP is the ratio of its molar mass to its molar volume. Vocabulary chemical equation, reactant, product, balanced equation, coefficients, combination reaction, decomposition reaction, single replacement reaction, double replacement reaction, activity series, solubility table, catalyst, combustion reaction, redox reaction, oxidation state, oxidation, reduction, oxidizing agent, reducing agent, mole, Avogadro's number, molar mass, molar volume, conversion factors, stoichiometry, molar ratio, theoretical yield, experimental yield, percent yield, limiting reagent, excess reagent, percent composition Chemistry I Benchmark #5 – Behavior of Gases Using the kinetic molecular theory, describe and explain the behavior of gases. Using the ideal gas equation of state, examine the relationship among the number of moles, volume, pressure, and temperature for ideal gases. Learning Goals: a) Students will be able to use kinetic molecular theory to explain the behavior of gases with respect to volume, pressure, moles, and temperature. (C.5.1) b) Students will be able to use the ideal gas law. (C.5.2)

Declarative Knowledge Procedural Knowledge Concepts 1. The gas laws can be used to calculate measurable properties of gases. Processes Problem Solving 2. The kinetic molecular theory can be used to explain how volume, 1. List the given temperature, pressure, and number of moles relate to the behavior of gases. 2. List the unknown Organizing 1. Students will be able to understand and apply the combined gas law. 3. Analyze Ideas 2. Students will be able to understand and apply the ideal gas law. 4. Calculate 3. Students will be able to understand and apply Dalton’s Law of Partial 5. Check work Pressure. 4. Students will be able to understand and apply Graham’s Law of Effusion. 5. Students will be able to understand and explain the Kinetic Molecular Theory as it applies to gas behavior. 6. Students will be able to understand and apply steps of a problem solving method.

Details 1. Changes in pressure, temperature, and volume are related in the combined Skills 1. Measuring volume, mass, and gas law. temperature in the laboratory. 2. Pressure, volume, temperature, and moles are related in the ideal gas law. 2. Following directions in lab. 3. The sum of the partial pressures of a mixture of gases is equal to the total 3. Using formulas and doing pressure of the gas mixture. calculations with them. 4. The rate of diffusion, or effusion, of a gas compared to the rate of another gas is inversely proportional to the square root of the molar masses of the gases. 5. The kinetic molecular theory of gases states that gas collisions are elastic, the molecules or atoms are very far apart and move in a random manner. Vocabulary pressure, volume, temperature, mole, kinetic molecular theory, Boyle's law, Charles' law, Gay-Lussac's law, Graham's law, Dalton's law of partial pressure, combined gas law, ideal gas law, diffusion, effusion. Chemistry I Benchmark #6 – Thermochemistry Recognize that chemical reactions result in either the release or absorption of energy. Apply the law of conservation of energy. Learning Goals: a) Students will be able to explain how the motion of particles on a microscopic level can determine the thermal energy and heat flow on a macroscopic level. (C.6.1, C.6.2) b) Students will be able to classify chemical reactions and phase changes as endothermic or exothermic. (C.6.3) c) Students will be able to solve heat energy problems involving phase changes and heat absorption or loss. (C.6.4) Declarative Knowledge Procedural Knowledge Concepts 1. Heat and energy are related through the kinetic theory of matter. Processes Problem Solving 2. Chemical reactions and phase changes are either exothermic or endothermic. 1. List the given 3. Energy lost or gained in a chemical reaction, or phase change, can be 2. List the unknown calculated. 3. Analyze Organizing 1. Students will understand that exothermic processes release energy and 4. Calculate Ideas endothermic processes absorb energy. 5. Check work 2. Students will understand that heat energy is total kinetic energy and temperature is average kinetic energy of the particles in the substance. 3. Students will understand that energy changes always accompany chemical reactions. 4. Students will understand that when matter absorbs, or releases, thermal energy, its temperature changes or a phase change occurs. Details 1. The specific heat equation relates heat energy, mass, temperature, and Skills 1. Reading phase diagrams specific heat capacity. 2. Solving heat equations 2. Balanced thermochemical equations can be used stoichiometrically. 3. Use thermochemical equations with stoichiometry

Vocabulary exothermic, endothermic, thermochemical equation, heat of fusion, heat of vaporization, phase change, temperature, heat, kinetic energy, specific heat capacity Chemistry I Benchmark #7 - Solutions Describe the composition and characteristics of solutions. Identify the factors that qualitatively affect solubility, reaction rates and dynamic equilibrium. Learning Goals: a) Students will be able to describe the composition and properties of different types of solutions. (C.7.1) b) Students will be able to explain how the temperature, pressure, and polarity of the solvent affect the solubility of a solute. (C.7.2) c) Students will be able to perform calculations with the molarity formula and be able to prepare a solution of a given molarity. (C.7.3, C.7.4) d) Students will be able to explain how the rate of reaction is affected by changes in concentration, temperature, surface area, and a catalyst. (C.7.5)

Declarative Knowledge Procedural Knowledge Concepts 1. The ratio of solute to solvent in a solution can be expressed as a Processes Problem Solving concentration in several ways. 1. List the given 2. The solubility of a solute in a solvent depends on temperature, pressure, and 2. List the unknown polarity of the solute and solvent. 3. Analyze 3. The rate of a chemical reaction may depend on the concentration of the 4. Calculate reactants and products, temperature, surface area of the reactants, and the 5. Check your work presence of a catalyst. Organizing 1. Students will understand and identify solutions as homogeneous mixtures Ideas containing a solute in a solvent. 2. Students will understand and be able to calculate solution concentration in molarity and percent. 3. Students will understand and be able to classify solutions as unsaturated, saturated, or supersaturated. 4. Students will be able to identify factors that determine the solubility of substances in various solvents. 5. Students will be able to recognize the factors that determine the rate of various reactions.

Details 1. Homogeneous mixtures are called solutions; solute is dissolved in solvent. Skills 1. Rearranging the molarity equation 2. Solution concentration can be expressed as molarity = moles of solute/liter and solving for any of the terms. of solution. 2. Test a solution and identify it as 3. Solution concentration can be expressed as a percent by mass or percent saturated, unsaturated, or by volume. supersaturated. 4. The amount of solution saturation depends on the amount of solute dissolved in solvent compared to the maximum amount of solute that can dissolve at a specific temperature. 5. The solubility of a solute in a solvent may depends on the temperature of the solvent, the pressure of the solute, and the polar nature of the solute and solvent. (Solubility ratios and Henry's Law may apply) 6. Rates of chemical reactions may be affected by temperature, pressure, concentration of the reactants and products, surface area of the reactants, and the presence of a catalyst.

Vocabulary solution, solvent, solute, molarity, saturated, unsaturated, supersaturated, homogeneous mixture, phase, catalyst, reaction rate Chemistry I Benchmark #8 – Acid/Bases 8) Acids and Bases: Use acid-base definitions to identify acids and bases when given their formulas and reactions. For any aqueous solution, explain the meaning of the value indicated by the pH scale in terms of the hydrogen ion concentration. Learning Goals: a) Students will be able to describe the characteristic properties of acids and bases. (C.8.2) b) Students should be able to use Arrhenius and Bronsted Lowrey definitions to classify substances as acids or bases. (C.8.1) c) Students will be able to compare and contrast the dissociation and strength of acids and bases in solution. (C.8.3) d) Students will be able to solve pH problems. (C.8.4) e) Students will be able to solve titration calculations and perform a titration. (C.8.5) Declarative Knowledge Procedural Knowledge Concepts 1. Acids, bases, and salts may dissociate to form aqueous solutions. Processes 2. The pH of an aqueous solution is determined from the hydrogen ion or hydroxide ion concentration. Organizing 1. Students will be able to understand that aqueous solutions may be classified as Ideas acidic, alkaline, or neutral. 2. Students will be able to understand that concentrations of hydrogen ion and hydroxide ion determine the acidity of an aqueous solution and can be expressed as a pH value. 3. Students will be able to perform a titration to determine the concentration of an unknown acid, or base. 4. Students will be able to differentiate between acid/base strength and acid/base concentration. Details 1. Salts, and molecular substances may dissolve in water to form neutral, acidic, or Skills pH ca 1. Balancing neutralization reactions alkaline solutions. 2.Titration calculations 2. The pH scale can be used to represent hydronium and hydroxide ion 3. Logarithm and antilogarithm concentrations. calculations 3. Water dissociates into hydronium and hydroxide ions in a ratio shown by the ion product constant for water. 4. A titration is a quantitative lab technique that uses the known volume of a standard solution of known concentration to determine some aspect of an unknown substance. 5. Acid, or base, strength depends on the degree of ionization, or dissociation that takes place in water. Vocabulary acid, base, Bronsted-Lowrey acids and bases, pH, pOH, alkaline, neutral, salts, Arrhenius acids and bases, Lewis acids and bases, ionize, dissociate, water dissociation constant, titration, indicator, end-point, hydronium ion, hydroxide ion Chemistry I Benchmark #9 – Organic Chemistry Describe the unique nature of carbon atom's ability to bond to one another and other elements, which forms countless carbon- based substances and macromolecules. Learning Goals: a) Students will be able to use structural formulas to illustrate carbon atoms ability to bond covalently to one another to form many different compounds. (C.9.1) b) Students will be able to illustrate the variety of molecular types formed by the covalent bonding of carbon atoms and describe the typical properties of these molecular types. (C.9.2) Declarative Knowledge Procedural Knowledge Concepts The study of carbon based molecules and their functional groups are organic Processes 1. Steps to naming organic chemistry. compounds. Organizing 1. The bonding properties of carbon leads to the many different molecules 2. Steps to writing simple Ideas possible. organic molecular structures 2. The functional groups attached to carbon chains are responsible for the from the names. many properties of organic compounds. 3. Organic compounds can be classified according to their functional groups using the IUPAC system. Details 1. Organic molecules have carbon-carbon single, double, or triple bonds Skills Classifying functional groups on arranged in chains or rings and may contain other functional groups. organ compounds. 2. The IUPAC system is a systematic way to name organic chemical compounds based on their carbon chains and rings and their functional groups. Vocabulary organic chemistry, alkane, alkene, alkyne, functional group, alcohol, carbonyl group, carboxyl group, carboxylic acid, ether, ketone, aldehyde 2/5/13