Chemistry Curriculum Map SC71 June 2011

last updated June 1. 2011
Chemistry
Curriculum Map
SC71
June 2011
1
Table of Contents
1st Quarter
Page
1. Inquiry: Observations, questions and hypothesis,
scientific testing, analysis and conclusion
3
2. Matter and Change
4
3. Energy and States Part 1 (KMT)
4
4. Energy and States Part 2 (Thermal chemistry)
May extend into quarter 2
5
2nd Quarter
5. Describing Substances
6
6. History of the Atom
7
7. Atomic Structure
8
3rd Quarter
8. Nomenclature and Formula Writing
9. Periodicity
9
10. Chemical Bonding: Ionic and Covalent
9
11. Chemical Quantities: Mole concept
10
4th Quarter
12. Chemical Reactions
11
13. Science in Personal and Social Perspectives
11
14. Stoichiometry
11
15. Acids and Bases
12
Appendix A: Inquiry Process
13-14
Appendix B: History and Nature of Science
15
2
_1__ Quarter
Content Area: ___Chemistry__
Sequence: _1_ of _2_
____General Chemistry__ (SC_71_) CURRICULUM MAP
CLUSTERED PO’s
Priority PO
Previous knowledge
from other courses
to be assessed by
pretest
see Appendix A
S1C1
Observations,
Questions, and
Hypotheses
S1C2
Scientific Testing
(Investigating and
Modeling)
S1C3
Analysis,
Conclusions, and
Refinements
S1C4
Communication
Linking PO’s
UNWRAPPED PO CLUSTER
Knowledge
Skills
(Content to
(Ability to do what?)
learn?)
Taught in previous courses. Make sure students remember and
understand all concepts in italics. Embed these concepts in the units
throughout this course.
Scientific Theory
Law
Observation
Inference
Hypothesis
Prediction
Justify scientific theories and laws
Create testable hypothesis
Construct a prediction
Apply appropriate safety rules in lab
settings
Correctly use lab equipment in this
course to measure volume mass
temperature and length.
Create lab procedures appropriate for
labs.
independent variable
dependent variable
Direct (positive),
indirect (negative) and
no relationship
(correlation)
Determine independent and dependent
variables when appropriate. Select
feasible equipment and materials for
labs.
Select best methods for data collection.
Create data tables and graphs from
data collected.
Evaluating data collected in graphical
form.
Determine if data supports hypothesis
or not.
Evaluate lab for sources of error and
suggest improvements.
Propose further investigations based
on findings where appropriate.
3
Matter and Change
S5C4PO1
Apply the law of
conservation of
matter to
changes in a
system.
law of conservation
of mass
Explain observations using the law
of conservation of matter and
mass. (burning steel wool, melting
ice, dissolving sugar, alka-seltzer
before and after)
Mass, volume, length
and temperature
Correctly use lab equipment in this
course to measure volume mass
temperature and length.
Density
Determine independent and
dependent variables when
appropriate. Select feasible
equipment and materials for labs.
Create data tables and graphs from
data collected.
Evaluating data collected in
graphical form; use a graph of
mass versus volume to find the
density; use density to solve
problems related to mass and
volume.
Determine if data supports
hypothesis or not.
Evaluate lab for sources of error
and suggest improvements.
Propose further investigations
based on findings where
appropriate
Energy and
States
(Part 1)
S5C5PO4
Describe the basic
assumptions of
kinetic
molecular theory.
S5C5PO1
Describe various
ways in which matter
and
energy interact (e.g.,
photosynthesis,
phase
change)
S5C3PO7
Explain how
molecular motion is
related to
temperature and
phase changes.
Solid, liquid. gas,
kinetic molecular
theory (KMT), kinetic
energy, gas
pressure, vacuum,
atmospheric
pressure, Pascal’s,
atmospheres,
mmHg, absolute
zero, STP
4
Explain the differences between
solids, liquids and gases in terms of
energy, molecular motion and
space between molecules.
List the assumptions of KMT.
Explain the phase of matter using
KMT.
Explain absolute zero.
S5C5PO5
Apply kinetic
molecular theory to
the behavior of matter
(e.g., gas laws).
Energy and
States
(part 2)
S5C3PO3
Recognize that
energy is
conserved in a
closed system.
S5C3PO1
Describe the following
ways in which energy
is stored in a system:
mechanical
electrical
chemical
Compressibility,
pressure, volume,
Avogadro’s law,
Boyle’s law, Charles’
law, Gay-Lussac’s
law, diffusion, Kelvin
List factors that effects gas
pressure.
Be able to calculate volume,
pressure, temperature and moles
using the gas laws.
Convert between Celsius and
Kelvin temperatures.
Energy stored in
particle motion
(kinetic energy),
energy stored in the
phase, vaporization,
evaporation, boiling
point, freezing point,
melting point,
heating/cooling curve
When energy is entering or leaving
a system, identify the effect energy
has on particles (i.e. temperature
change or phase change).
Explain phase changes in terms of
energy.
Keep track of energy flow within a
system and between a system and
its surroundings.
Explain and interpret a
heating/cooling curve diagram in
terms of temperature and phase
change.
S5C3PO2
Describe various
ways in which energy
is transferred from
one system to
another (e.g.,
mechanical contact,
thermal conduction,
electromagnetic
radiation.)
S5C3PO6
Distinguish between
heat and
temperature.
S5C3PO4
Calculate quantitative
relationships
associated with the
conservation of
energy.
Elastic particle
collisions
Explain the difference between
evaporation and boiling point.
Explain the process of sublimation.
Recognize that particle collision
involves energy transfer via thermal
conductivity.
Heat/kinetic energy,
temperature
Explain that temperature is the
average kinetic energy of particles
within a system.
Heat capacity,
specific heat
capacity(q=mCΔT),
law of conservation
of energy, calories,
joules, heat
Calculate specific heat
Energy and States Part 2
May extend into Quarter 2
depending on teacher pacing.
5
_2_ Quarter
Content Area: ___Chemistry_____
Sequence: _1 of ___
General Chemistry (SC71) CURRICULUM MAP
CLUSTERED PO’s
Priority PO
Describing
Substances
S5C1
Understand
physical,
chemical, and
atomic properties
of matter.
Linking PO’s
S5C1PO1
Describe
substances based
on their physical
properties.
Density, volume,
mass, solubility,
melting point, Celsius,
Temperature, Kelvin,
Boiling point, matter,
Specific Heat, solid,
liquid, gas, physical
property, states of
matter
Use a balance, graduated cylinder,
metric ruler and thermometer
correctly.
S5C1PO2
Describe
substances based
on their chemical
properties.
flammability, reactivity,
acidity, alkalinity,
chemical property,
burn, rusting,
explode,corrode
unexpected color
change, precipitate
Use observations to determine
physical and chemical properties of
a substance.
Identify properties as physical or
chemical.
Identify changes as physical or
chemical.
S5C1PO4
Separate mixtures
of substances based
on their physical
properties.
Nomenclature
and Formula
Writing
* Nomenclature is
not addressed in
the state
standards
UNWRAPPED PO CLUSTER
Knowledge
Skills
(Content to
(Ability to do what?)
learn?)
S5C1PO5
Describe the
properties of electric
charge and
the conservation of
electric charge.
mixture,heterogeneous
mixture, homogeneous
mixture, solution,
phase, filtration,
distillation,
evaporation, pure
substance, element,
compound
ionic bonding, ionic
compounds, covalent
bonding, molecular
compounds, metals,
nonmetals, positive,
negative, neutral,
cation, anion,
polyatomic ions,
valence electrons,
formula units, chemical
formula, molecules,
diatomic molecules,
6
Use a variety of methods of
separation to exploit physical
properties of different pure
substances, mixture types and
phases of matter to separate a
mixture.
Apply the rules for naming and writing
ionic and covalent compounds
Determine the number of valence
electrons in an atom.
Explain how cations and anions form.
Explain the electrical charge of an ionic
compound.
Describe properties of ionic and
covalent compounds.
Differentiate between ionic and
molecular compounds
Differentiate between ionic and
covalent bonds.
History of the
Atom
S5C1PO7
Describe the
historical
development of
models of the
atom.
S2C1PO1
Describe how human
curiosity and needs
have influenced
science, impacting the
quality of life
worldwide.
S2C1PO2
Describe how diverse
people and/or
cultures,
past and present, have
made important
contributions to
scientific innovations.
S2C1PO3
Analyze how specific
changes in science
have affected society.
S2C1PO4
Analyze how specific
cultural and/or
societal
issues promote or
hinder scientific
advancements.
S2C2PO1
Specify the
requirements of a
valid, scientific
explanation (theory),
including that it be:
 logical
 subject to peer
review

public

respectful of
rules of evidence
S2C2PO2
Explain the process by
which accepted ideas
are challenged or
expanded by scientific
innovation.
S2C2PO3
Distinguish between
pure and applied
science
S2C2PO4
Describe how
scientists continue to
investigate and
critically analyze
aspects of
theories.
Democritus, Dalton,
Atomic theory, cathode
ray tube, electron,
Thomson’s model,
gold foil experiment,
nucleus, Rutherford’s
model, energy levels,
Bohr’s model,
Quantum mechanical
model
Evaluate the contributions to the
current model of the atom in
chronological order. (i.e. create
timeline)
Science is process.
Identify the steps of the scientific
method and differentiate between
them
Contrast hypothesis, theory and
law
7
Recognize and put in order of
development the atomic model.
S5C1PO6
Describe the following
features and
components of the
atom:
protons
neutrons
electrons
mass
number and type
of particles
structure
organization
S5C1PO8
Explain the details
of atomic structure
(e.g.,
electron
configuration,
energy levels,
isotopes).
Atomic mass unit (amu),
nucleus, electron clouds,
ion, isotope, proton,
neutron, electron, atomic
mass, mass number,
atomic number
Determine the atomic number and
mass number of an element from the
periodic table.
Determine the correct number of
electrons, protons and neutrons for any
given element.
Identify what an isotope is.
Electron configuration,
energy levels,
quantum, atomic
orbital (s,p,d,f), orbital
diagrams, Aufbau
principle, Pauli
exclusion principle and
Hund’s rule
8
Create electron configurations for
any given element.
_3_ Quarter
Content Area: ___Chemistry_____
Sequence: _1 of ___
General Chemistry (SC71) CURRICULUM MAP
CLUSTERED PO’s
Priority PO
Linking PO’s
Periodicity and
Bonding
S5C4PO7
Predict the
properties (e.g.,
melting point,
boiling point,
conductivity) of
substances
based upon bond
type.
S5C1PO3
Predict properties of
elements and
compounds using
trends of the
periodic table
(e.g., metals, nonmetals, bonding –
ionic/covalent).
Chemical
Bonding
Ionic bonding
Covalent
bonding
S5C4PO4
Distinguish among
the types of bonds
(i.e. ionic, covalent,
metallic, hydrogen
bonding).
S5C1PO5
Describe the
properties of electric
charge and
the conservation of
electric charge.
UNWRAPPED PO CLUSTER
Knowledge
Skills
(Content to
(Ability to do what?)
learn?)
Periodic law, metals ,
nonmetals, metalloids,
Malleable, Ductile,
Conductivity, Ionic,
Semiconductor,
Covalent,
Electronegativity,
Periodicity, ionic
molecular, periodic
table, Mendeleev,
Mosley, alkali metals,
alkaline earth metals,
halogens, noble
gases, representative
elements, transition
metals , inner
transition metals
ionic bonding, covalent
bonding, positive,
negative, neutral
cation, anion,
polyatomic ions,
valence electrons,
electron dot structure,
octet rule, formula
units, chemical
formula, molecules,
diatomic molecules,
polar molecules,
properties of ionic and
covalent bonds
9
Identify and describe properties of
metals, nonmetals and metalloids.
Identify and describe properties of
alkali metals, alkaline earth metals,
halogens, noble gases,
representative elements, transition
metals , inner transition metals
Predict periodic and group trends.
Determine the number of valence
electrons in an atom.
Apply the octet rule to ionic and
covalent bonding.
Explain how cations and anions
form.
Explain the electrical charge of
an ionic compound.
Describe properties of ionic and
covalent compounds.
Draw Lewis dot structures for
ionic and covalent compounds.
Apply the rules for naming and
writing ionic and covalent
compounds
_3_ Quarter
Content Area: ___Chemistry____
Sequence: _1__ of ___
General Chemistry (SC71) CURRICULUM MAP
CLUSTERED PO’s
Priority PO
Chemical
Quantities
S5C4PO5
Describe the mole
concept and its
relationship to
Avogadro’s
number.
Linking PO’s
S5C4PO6
Solve problems
involving such
quantities as
moles, mass,
molecules, volume
of a gas, and
molarity using the
mole concept and
Avogadro’s number.
UNWRAPPED PO CLUSTER
Knowledge
Skills
(Content to learn?)
(Ability to do what?)
Mole, Avogadro’s
number,representative
particles (atoms,
molecules, formula
units), molar mass,
molarity, molar
volume, STP
A special case of molar
conversions involves molarity.
This would be a good point to
teach water and solutions which
are not in the Arizona State
Standards and will not be covered
on the District CRT’s.
10
Describe the methods of
measuring the amount of
something.
Define Avogadro’s number as it
relates to a mole of a substance.
Distinguish between the atomic
mass of an element and its molar
mass.
Calculate the mass of a mole of
any given compound.
Calculate the following molar
conversions:
mass ↔ mass
mole ↔ mass
mole ↔ # of rep. particles
mole ↔ volume (for solutions
and gases)
_4_ Quarter
Content Area: ___Chemistry____
Sequence: _1__ of ___
General Chemistry (SC71) CURRICULUM MAP
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED PO CLUSTER
Knowledge
Skills
(Content to
(Ability to do what?)
learn?)
Chemical
Reactions
S5C4PO3
Represent a
chemical reaction
by using a
balanced
equation.
S5C4PO2
Identify the indicators of
chemical change,
including formation of a
precipitate, evolution
of a gas, color change,
absorption or release
of heat energy.
S5C4PO1
Apply the law of
conservation of matter to
changes in a system.
S5C4PO9
Predict the products of a
chemical reaction
using types of reactions
(e.g., synthesis,
decomposition,
replacement,
combustion)
See Appendix B
S3C1
Changes in
Environments
S3C2
Science and
Technology in
Society
Stoichiometry
S5C4PO8
Quantify the
relationships
between reactants
and products in
chemical
reactions (e.g.
stoichiometry,
equilibrium,
energy transfers).
Equilibrium and
Acids and Bases
could be taught as
special cases of
Chemical
Reactions if
teacher prefers.
Chemical reaction,
reactants, products,
endothermic,
exothermic
Identify indicators of a chemical
reaction.
Determine whether a reaction is
endothermic or exothermic.
Law of conservation of
mass
Given a description of a chemical
change, predict how the mass of the
products compare to the mass of the
reactants
combination(synthesis),
decomposition, single
replacement, double
replacement,
combustion, coefficient,
subscript, reactant,
product, balanced
equation, skeleton
equation, chemical
equation, aqueous
reactions, endothermic,
exothermic
Create word equations.
Create skeleton equations.
Balance chemical equations.
Classify chemical reactions as one of
the five types.
Pollution
Greenhouse Gases
Interpret data CO2 Pollution
Stoichiometry,
percent yield, mole
ratio, exess reagent,
theoretical yield ,
actual yield, limiting
reagent, ideal gas
law
Evaluate a chemical equation and
use stoichiometry to calculate
percent yield, theoretical yield,
actual yield.
Determine the mole ratio from a
balanced equation.
Perform gas stoichiometry
calculations.
Perform solution stoichiometry
calculations
11
Acids, Bases
and Salts
5C4PO12
Compare the nature,
behavior,
concentration,
and strengths of
acids and bases.
acid, base, salt,
neutral, indicators,
pH, pH scale,
hydronium ion,
hydroxide ion,
neutralization,
properties of acids
and bases, neutral
solution.
12
Distinguish between acids, bases
and salts.
Explain the pH scale.
Recognize and write a
neutralization reaction.
Appendix A
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources.
PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11S3C1, and R12-S3C1)
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not
guessing or inferring).
Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms)
and behavior in all science inquiry.
PO 2. Identify the resources needed to conduct an investigation.
PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
 Identify dependent and independent variables in a controlled investigation.
 Determine an appropriate method for data collection (e.g., using balances, thermometers,
microscopes, spectrophotometer, using qualitative changes).
 Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos,
journals (logs), charts, computers/calculators).
PO 4. Conduct a scientific investigation that is based on a research design.
PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts,
graphs, and computers.
13
Appendix A
Concept 3: Analysis, Conclusions, and Refinements
Evaluate experimental design, analyze data to explain results and propose further investigations.
Design models.
PO 1. Interpret data that show a variety of possible relationships between variables, including:
 positive relationship
 negative relationship
 no relationship
PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3. Critique reports of scientific studies (e.g., published papers, student reports).
PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including:
 sample size
 trials
 controls
 analyses
PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
 carbon cycle
 water cycle
 phase change
 collisions
PO 6. Use descriptive statistics to analyze data, including:
 mean
 frequency
 range
(See MHS-S2C1-10)
PO 7. Propose further investigations based on the findings of a conducted investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation, choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
14
Appendix B
Strand 3: Science in Personal and Social Perspectives
To be taught at teacher discretion based on current events dealing
with the following:
Various forms of alternative energy
Storage of nuclear waste
Abandoned mines
Greenhouse gases (CO2)
Hazardous wastes
15