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Standard
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Relationship to Course Textbook |
Related Class Activity |
ESLR’S
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Standard 1: The student will explain
and compare the properties and structure of matter. |
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Chemistry 3.a-g: The
conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept, students know:
Chemistry 5.a-g: Acids, bases, and salts are three
classes of compounds that form ions in water solutions. As a basis for understanding this
concept, students know: the
observable properties of acids, bases and salt solutions, acids are
hydrogen-ion-donating and bases are hydrogen-ion-accepting substances, strong
acids and bases fully dissociate and weak acids and bases partially
dissociate, how to use the pH scale to characterize acid and base solutions,
*the Arrhenius, Brønsted-Lowry, and Lewis acid-base definitions, *how
to calculate pH from the hydrogen ion concentration, and *buffers stabilize
pH in acid-base reactions |
· Write
and balance a chemical equation · Use
the mole concept to calculate · Amounts
of reactants and products in a chemical reaction · Use
the mole to calculate atomic, formula and molecular masses · Define
acids and bases according to Arrhenius, Bronsted-Lowry and Lewis · Be
able to name acids, bases and salts · Describe
physical and chemical properties of acids, bases and salts · Define pH and be able to calculate [H] and [OH](hydrogen and hydroxide concentrations) |
Lecture, Discussion, Labs, Problem sets Lecture, Discussion, Labs, Problem sets |
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Standard 1 continued: The student will explain
and compare the properties and structure of matter. |
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Chemistry 7. b, e, f:
Energy is exchanged or transformed in all chemical reactions and
physical changes of matter. As a basis for understanding this concept,
students know chemical processes can either release (exothermic) or absorb
(endothermic) thermal energy, .*how to apply Hess’s Law to calculate
enthalpy change in a reaction, and *how to use the Gibbs free energy equation
to determine whether a reaction would be spontaneous Chemistry 8.a-d:
Chemical reaction rates depend on factors that influence the frequency
of collision of reactant molecules. As a basis for understanding this
concept, students know the rate of reaction is the decrease in concentration
of reactants or the increase in concentration of products with time, how
reaction rates depend on such factors as concentration, temperature, and
pressure, the role a catalyst plays in increasing the reaction rate, and *the
definition and role of activation energy in a chemical reaction. Chemistry 9.a-c: Chemical equilibrium is a dynamic
process at the molecular level. As a basis for understanding this concept,
students know how to use LeChatelier's Principle to predict the effect of
changes in concentration, temperature and pressure, equilibrium is
established when forward and reverse reaction rates are equal, and *how to write
and calculate an equilibrium constant expression for a reaction |
· Define
enthalpy, entropy and free energy of a reaction · Calculate
enthalpy, entropy and free energy of a reaction · List
and describe factors that influence rate of reaction · Define
what a catalyst is and how it effects reaction rates · Draw,
label and interpret an energy diagram for a reaction · Write
the Keq for a reaction · Be able to use LeChatelier’s principle to predict the effect changes have on equilibrium |
Lecture, Discussion, Labs, Problem sets Lecture, Discussion, Labs, Problem sets |
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Chemistry 1.a-j:
The Periodic Table displays the elements in increasing atomic number
and shows how periodicity of the physical and chemical properties of the
elements relates to atomic structure. As a basis for understanding this
concept, students know how to relate the position of an element in the
Periodic Table to its atomic number and atomic mass, how to use the Periodic
Table to identify metals, semimetals, nonmetals, and halogen; how to use the
Periodic Table to identify alkali metals, alkaline earth metals and
transition metals, and trends in ionization energy, electronegativity, and
the relative sizes of ions and atoms; how to use the Periodic Table to
determine the number of electrons available for bonding; the nucleus is much
smaller in size than the atom yet contains most of its mass; *how to use the Periodic Table to identify the
lanthanides and actinides, and transactinide elements, and know that the
transuranium elements were man made; *how to relate the position of an
element in the periodic table to its quantum electron configuration, and
reactivity with other elements in the table; *the experimental basis for
Thomson's discovery of the electron, Rutherford's nuclear atom, Millikan’s
oil drop experiment, and Einstein's explanation of the photoelectric effect;
*the experimental basis for the development of the quantum theory of atomic
structure and the historical importance of the Bohr model of the atom; and
*spectral lines are a result of transitions of electrons between energy
levels. Their frequency is related to the energy spacing between levels using
Planck's relationship (E=hn. |
· Explain
the history of atomic theory from the Greeks to the modern quantum model · Define
atomic number, mass, isotopes and their relationships · Be
able to calculate average atomic mass · Explain
how spectroscopy is evidence for the Bohr model of the atom · Describe
the duality of matter · Be
able to write, diagram and draw the electron structure of atoms and molecules · Describe
trends in the periodic table · Be
able to locate groups in the periodic table and describe their properties · Use
position in the periodic table to predict the type of bonding and chemical
formula of compounds be able to draw different isomers of a compound |
Lecture, Discussion, Labs,
Problem sets |
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Chemistry 10.a-f:
The bonding characteristics of carbon lead to many different molecules with
varied sizes, shapes, and chemical properties, providing the biochemical
basis of life. As a basis for understanding this concept, students know large
molecules (polymers) such as proteins, nucleic acids, and starch are formed
by repetitive combinations of simple sub-units, the bonding characteristics
of carbon lead to a large variety of structures ranging from simple
hydrocarbons to complex polymers and biological molecules, amino acids are
the building blocks of proteins, *the system for naming the ten simplest
linear hydrocarbons and isomers containing single bonds, simple hydrocarbons
with double and triple bonds, and simple molecules containing a benzene ring,
*how to identify the functional groups which form the basis of alcohols,
ketones, ethers, amines, esters, aldehydes, and organic acids, and *the
R-group structure of amino acids and how they combine to form the polypeptide
backbone structure of proteins. Chemistry 2.a-h: Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds based on electrostatic forces between electrons and protons, and between atoms and molecules. As a basis for understanding this concept, students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds, or by exchanging electrons to form ionic bonds, chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, |
· Identify
organic compounds by their functionality · Determine
bond type experimentally and theoretically determine characteristics of ionic
and covalent compounds |
Lecture, Discussion, Labs, Problem sets Lecture, Discussion, Labs, Problem sets |
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N2, Cl2, and many large
biological molecules are covalent, salt crystals such as NaCl are repeating
patterns of positive and negative ions held together by electrostatic
attraction, in a liquid the inter-molecular forces are weaker than in a
solid, so that the molecules can move in a random pattern relative to
one-another, how to draw Lewis dot structures. or hydrogen bonding, and
relate these forces to volatility and boiling/melting point temperatures,
*how to predict the shape of simple molecules and their polarity from Lewis
dot structures, *how electronegativity and ionization energy relate to bond
formation., and *how to identify solids and liquids held together by Van der
Waals forces. Chemistry 4.a-h: The Kinetic Molecular theory describes
the motion of atoms and molecules and explains the properties of gases. As a basis for understanding this
concept, students know the random motion of molecules and their collisions
with a surface create the observable pressure on that surface, the random
motion of molecules explains the diffusion of gases, how to apply the gas
laws to relations between the pressure, temperature, and volume of any amount
of an ideal gas or any mixture of ideal gases, the values and meanings of
standard temperature and pressure (STP), how to convert between Celsius and
Kelvin temperature scales, there is no temperature lower than 0 Kelvin, *the
kinetic theory of gases relates the absolute temperature of a gas to the
average kinetic energy of its molecules or atoms, *how to solve problems
using the ideal gas law in the form PV=nRT, and *how to apply Dalton’s
Law of Partial Pressures describe the composition and Graham’s Law to
describe diffusion of gases. |
· Use
kinetic molecular theory to explain the behavior of gases and gas laws be
able to describe the difference and similarities of ideal vs. real gases |
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Chemistry 6.a-f: Solutions are homogenous mixtures
of two or more substances. As a basis for understanding this concept,
students know definitions of solute and solvent, how to describe the
dissolving process as a result of random molecular motion, temperature,
pressure, and surface area affect the dissolving process, how to calculate
the concentration of a solute in terms of grams per liter, molarity, parts
per million and percent composition, *the relationship between the molality of solute in a solution, and
the solution’s depressed freezing point or elevated boiling point, and
*how molecules in solution are separated or purified by the methods of
chromatography and distillation. Chemistry 7.a, c, d: Energy is exchanged or transformed in
all chemical reactions and physical changes of matter. As a basis for
understanding this concept, students know how to describe temperature and
heat flow in terms of the motion of molecules (or atoms), energy is released
when a material condenses or freezes and absorbed when a material evaporates
or melts, and how to solve problems involving heat flow and temperature
changes, using known values of specific heat, and latent heat of phase
change. |
· Be able to calculate the concentration of solutions · Predict the solubility of a substance in a given solvent on the basis of comparative polarities · Calculate the freezing point depression or boiling point elevation of a solution · Describe the use of physical properties in the separation of mixtures · Calculate
the energy changes that accompany phase changes describe the molecular motion
in solids, liquids and gases |
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Standard 2: The student will demonstrate appropriate use of
scientific inquiry (nature of science). |
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Investigation and
Experimentation 1.a-d, g, j, k:
Scientific progress is made by asking meaningful questions and
conducting careful investigations.
As a basis for understanding this concept and to address the content
the other four strands, students should develop their own questions and
perform investigations. Students
will select and use appropriate tools and technology (such as computer linked
probes, spread sheets and graphing calculators) to perform tests, collect
data, analyze relationships and display data, identify and communicate
sources of unavoidable experimental error, identify possible reasons for
inconsistent results, such as sources of error or uncontrolled conditions,
formulate explanations using logic and evidence, recognize the use and
limitations of models and theories as scientific representations of reality,
recognize the issues of statistical variability and the need for controlled
tests, and recognize the cumulative nature of scientific evidence. Investigation and Experimentation 1.f: Investigation and Experimentation
1.a-d, g, j, k: Scientific
progress is made by asking meaningful questions and conducting careful
investigations. As a basis for
understanding this concept and to address the content the other four strands,
students should develop their own questions and perform investigations. Students will distinguish between a
hypothesis and a theory as these terms are used in science. |
· Uses
tools and technology appropriate (such as computer linked probes,
spreadsheets and graphic calculators) to perform tests collect data, analyze
relationships and display data · Identify
and communicate the sources of error inherent in experimental design |