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GRADE 11 CHEMISTRY STANDARD 5.8 ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND BEHAVIOR OF MATTER 1.Structure and Properties of Matter A. Classification of matter (a). Element, Compound, and Mixtures (b) Properties of matter and their changes B. Organization of matter (a). Atomic structure --> Organization of Subatomic particles (b). Periodicity --> Organization of Elements (c). Chemical bonding --> Organization of Atoms 2. Behavior of Matter C. Physical Behavior of Matter (a). Physical behavior of the physical states of matter (1). Physical and Molecular Characteristics of Gases (2). Solids and Liquids (b). Quantitative analysis of physical behavior – Stoichiometry (c). Physical behavior of solutions (1). Solutions (2). Acids and Bases and Titration D. Chemical Behavior of Matter (a). Chemical Equations and Reactions (b). Redox Reactions (c) Stoichiometry of Chemical Reactions (d). Chemical Kinetics (e). Chemical Equilibrium E. Nuclear Behavior of Matter Nuclear Reactions (1). Radioactivity (2). Nuclear Fission (3). Nuclear Fusion 1

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GRADE 11 CHEMISTRY STANDARD 5.8 ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND BEHAVIOR OF MATTER 1.Structure and Properties of Matter

A. Classification of matter (a). Element, Compound, and Mixtures (b) Properties of matter and their changes

B. Organization of matter (a). Atomic structure --> Organization of Subatomic particles (b). Periodicity --> Organization of Elements (c). Chemical bonding --> Organization of Atoms 2. Behavior of Matter

C. Physical Behavior of Matter (a). Physical behavior of the physical states of matter (1). Physical and Molecular Characteristics of Gases (2). Solids and Liquids (b). Quantitative analysis of physical behavior – Stoichiometry (c). Physical behavior of solutions (1). Solutions (2). Acids and Bases and Titration

D. Chemical Behavior of Matter (a). Chemical Equations and Reactions (b). Redox Reactions (c) Stoichiometry of Chemical Reactions (d). Chemical Kinetics (e). Chemical Equilibrium E. Nuclear Behavior of Matter Nuclear Reactions (1). Radioactivity (2). Nuclear Fission (3). Nuclear Fusion

1

Benchmarks By the end of Grade 11 at developmentally appropriate

levels of increasing complexity and skill, all students should:

Grade Specific Concepts/Skills By the end of the grade level listed above, to meet Grade 11

benchmarks, a student should be able to do the following using increasingly complex materials linked to increasingly

skilled performance:

Student Activities/Evidence The following are examples of tasks/classroom assessments that provide evidence of a

student’s progress toward proficiency:

1.A. Demonstrate an understanding of the composition and properties of matter to classify different substances.

1A. Classify matter according to its

composition.

Identify characteristic properties of matter.

Classify properties of matter as qualitative and quantitative.

Relate the properties of matter to its

structure.

Classify elements according to their physical properties.

Distinguish between physical and

chemical properties.

Classify properties of matter as intensive and extensive.

Contrast chemical and physical

changes of matter.

Apply the law of conservation of energy and the law of conservation of matter to analyze changes in matter.

1.A Language Arts/ Art Correlations:

Ask students to read about physical and chemical properties and change. Then, ask them to choose items in the classroom and classify the properties of each item. Ask students to write an essay giving justification for each classification.

Ask students to construct a concept map that distinguishes between intensive and extensive properties, as well as physical and chemical properties.

Ask students to brain storm about chemical changes with which they are familiar. Hint: food digestion and rusting are two common examples.

Ask each student to research and prepare a report about one chemical element. Ask students to write about the chemical and physical properties of their assigned element.

Show students figure 1-9, page 16, chapter 1, from Holt, Reinhart and Winston “Modern chemistry” science text book, and ask students to write an essay explaining whether the examples in this figure are being separated based on their physical properties or their chemical properties. Ask students to identify aspects in this figure that signify a chemical change.

2

1.A. Demonstrate an understanding of the composition and properties of matter to classify different substances.

1.A

Show how substances can react with each other to form new substances having characteristic properties different from those of the original substances.

Classify matter according to its

composition.

Identify characteristic properties of matter.

Classify properties of matter as qualitative and quantitative.

Relate the properties of matter to its

structure.

Classify elements according to their physical properties.

Distinguish between physical and

chemical properties.

Classify properties of matter as intensive and extensive.

Contrast chemical and physical

changes of matter.

Apply the law of conservation of energy and the law of conservation of matter to analyze changes in matter.

1.A Art Correlations:

Ask students to draw a diagram representing the molecules of a pure substance and molecules of a mixture.

Ask students to draw two diagrams; one, representing the molecules of a molecular element (e.g. molecular oxygen), and the other, representing the molecules of compound pure substance (e.g. water).

Social Studies Correlations:

Ask students to research the story of the “Secrets of the Cremona violins”, and write a report about how chemistry plays a fundamental role in other areas of study.

Ask students to research why modern technology has not been able to duplicate the effect created by the violin makers of Cremona.

Technology Correlations: Ask students to log on www. Scilink.org. Code

HC2012 and research about more information about the topic Physical/Chemical changes.

Ask students to log on www. Scilink. org. Code HC2011, and research the topic “Alchemic”.

Ask students to generate a computerized chart showing the relationship among mixture, compounds, and elements.

3

1.A. Demonstrate an understanding of the composition and properties of matter to classify different substances

1.A Show how substances can react

with each other to form new substances having characteristic properties different from those of the original substances.

Demonstrate that using physical

changes that take advantage of the physical properties of the individual substances in the mixture may separate mixtures.

1. A. Bank of Complementary Activities: Ask students to:

Distinguish among elements, compounds, homogeneous mixtures, and heterogeneous mixtures.

Distinguish between pure substances and mixtures. Describe different types of mixtures. Explain that most of the matter they encounter

everyday is a mixture. Such as soil, air, seawater, blood, stainless steel, jewelers, fruit juices, and milk.

List properties of a matter given. Describe the qualitative properties of a matter. Measure the quantitative properties of matter. Explain that a compound does not retain the

properties of its components. Demonstrate that a mixture retains the properties of

its components. List the characteristics that distinguish metals,

nonmetals, and metalloids. Describe the organization of elements on the periodic

table according to their physical properties. Identify chemical and physical properties of a matter. Identify substances observing their intensive

properties such as density, melting point, and boiling point.

List several common physical and chemical changes. Name and describe the four states of matter. Explain that change in physical state of matter

involve transfers of energy. Explain why some substances are described as

volatile. Identify the reactants and products in a reaction.

4

1.A. Demonstrate an understanding of the composition and properties of matter to classify different substances

1.A

1.A

List observations that suggest a chemical change has occurred.

Classify chemical reactions as exothermic or endothermic according to the energy transfers.

List several common endothermic, exothermic reactions.

Demonstrate several techniques to separate mixtures. Examples: Separating sand and sugar. Separating substances in chlorophyll using paper chromatography.

5

1.B.(a) Demonstrate an understanding of the history of atomic model to explain how scientists revised and refined the Dalton’s model of the atom to the quantum model of today.

1. B.(a) Discuss the development of atomic

theory from Democritus to Dalton.

Describe the experiments that led to the discovery of the electron, proton, neutron, and the nucleus as well as the principle properties of these subatomic particles.

Explain how the study of the

photoelectric effect and the spectra of atoms led to the Bohr’s model of the atom.

Explain how the de Broglie’s

hypothesis, the Heisenberg uncertainty principle and the Schrödinger wave equation led to the quantum mechanical model of the atom.

Apply the Pauli’s exclusion

principle, Hund’s Rule and Aufbau principles to show the electron arrangement in energy levels.

Explain how the Periodic Table of

Elements evolved and how it relates atomic structure to the physical and chemical properties of the elements.

1. B (a). Language Arts/ Art correlations:

Ask students to write an essay supporting the idea of that invisible particles exists. Hint: perfume diffusing across the classroom.

Ask students to write and justify their opinion about the following statements;

An atom cannot be broken down into smaller parts.

An atom is the same throughout. An atom is made up of several different,

smaller parts From figure 3-6, page 72, chapter 3, from Holt,

Reinhart and Winston “Modern Chemistry” science text book, ask students to write an explanation about what is happening in the figure. Then, ask students to compare their written response with the description of the Rutherford experiment.

Ask students to explain in two paragraphs, why the colors of a computer screen look continuous, although they are actually made of separate colored dots.

Ask students to apply the idea of continuity to explain why electromagnetic waves (light) appear to be continuous, although they are formed by independent, small packages of energy called “quanta”.

Ask students to discus the meaning of the dual wave-particle nature of light.

Ask students to write an essay discussing the significance of the photoelectric effect and line-emission spectrum of hydrogen spectrum of hydrogen to the development of the atomic model.

6

1. B.(a) Demonstrate an understanding of the history of atomic model to explain how scientists revised and refined the Dalton’s model of the atom to the quantum model of today

1. B.(a)

Discuss the development of atomic theory from Democritus to Dalton.

Describe the experiments that led to

the discovery of the electron, proton, neutron, and the nucleus as well as the principle properties of these subatomic particles.

Explain how the study of the

photoelectric effect and the spectra of atoms led to the Bohr’s model of the atom.

Explain how the de Broglie’s

hypothesis, the Heisenberg uncertainty principle and the Schrödinger wave equation led to the quantum mechanical model of the atom.

Apply the Pauli’s exclusion

principle, Hund’s Rule and Aufbau principles to show the electron arrangement in energy levels.

.

1. B.(a) Art Correlations:

Ask students to draw a diagram showing the differences between the atomic experiments of Bohr and Rutherford.

Ask students to draw an artistic sketch of the possible appearance of the atomic nucleus for both, Bohr and Rutherford’s atoms.

Ask students to show an artistic conception of an electromagnetic wave traveling through the space.

Social Studies Correlations:

Ask students to research how the photo-electric effect is used in today’s modern automatically activated doors (e.g. supermarkets automatic door)

Ask students to research how atomic and nuclear science has enhanced the quality of diagnostics in medical science.

Ask students to research how nano-technology has revolutionized the quality of sound.

Ask students to research how quantum physics has helped Biology in the study of Micro-organisms.

Mathematical Correlations:

Ask students to explain the mathematical relation-ship among the speed, wavelength, and frequency of electromagnetic radiation.

Ask students to show that speed of light could be mathematically derived from the relation between the wave length and the frequency of a wave.

7

1. B.(a) Demonstrate an understanding of the history of atomic model to explain how scientists revised and refined the Dalton’s model of the atom to the quantum model of today.

1.B.(a)

1.B.(a) Bank of Supplementary Activities Ask Students to:

Define the term atom. Explain why Democritus’s view of matter is

considered only an idea, while Dalton’s view is considered a theory.

List the five principles of John Dalton’s atomic theory.

State the following laws and explain how these laws led John Dalton to propose the atomic theory:

The law of conservation of mass. The law of definite proportion and The law of multiple proportions.

Discuss how atoms are related to electricity. Explain what studies of cathode rays and radioactivity

revealed about atoms. Describe the Thomson’s atomic model. Discuss Rutherford’s alpha-scattering experiment and

how it showed the existence of the nucleus. Name and describe the three subatomic particles. Define the terms atomic number and mass number. Describe the structure of the nuclear atom including

the locations of the subatomic particles. Determine the number of protons, neutrons and

electrons in an atom. Explain how an ion differs from an atom. Define isotopes and average atomic mass. Define mole in terms of Avogadro’s number and

define molar mass.

8

1.B.(a) Demonstrate an understanding of the history of atomic model to explain how scientists revised and refined the Dalton’s model of the atom to the quantum model of today.

1.B. (a)

1. B.(a)

Solve problems involving mass in grams, amount in moles, and number of atoms.

Define photoelectric effect. Define quantum. Relate the energy of radiation to its frequency. Discuss how the idea of photons of light and explain

photoectric effect. Discuss the duel nature of light. Describe the difference between a line spectrum and a

continuous spectrum. Explain how Bohr’s model of the atom incorporated

Planck’s idea of quantization. Describe the Bohr’s model of the hydrogen atom. Describe the de Broglie’s hypothesis of electron. State the Heisenberg uncertainty principle. Define the term orbital. Describe atomic orbital in terms of their shape, size,

and energy. List the four quantum numbers and describe their

significance. Write the electron configuration and orbital notation

of an atom. Define valence electrons and write noble gas notation

and draw electron dot structures representing an atom’s valence electrons.

9

1.B. (b) Apply understanding of the organization of elements in the periodic table to explain the trends in properties and behavior of elements, and identify an unknown element.

1. B. (b).

Explain how the Periodic Table of Elements evolved and how it relates atomic structure to the physical and chemical properties of the elements.

1.B.(b) Ask Students to:

Describe the contributions made by the following scientists to the development of the periodic table:

Stanislao Cannizzaro Dmitri Mendeleev Henry Moseley

State the periodic law. Explain the relationship between electron

configuration and the arrangements of elements in groups, blocks, and periods of the periodic table.

Predict electron configuration of elements using the periodic table.

Explain why elements in a group have similar properties.

Relate the group and period trends in the properties of atomic radii, ionization energy, electron affinity, electro negativity and ionic radii to the electron configuration of atoms.

Describe the properties of Alkali metals, Alkaline Earth metals, Halogens and Noble gases.

Describe the properties of hydrogen. Compare the electron configuration of transition and

inner transition metals. Describe the properties of transition elements.

Technology Correlations: Ask students to log on:

www.si.edu/hrw. and research: noble gases Alkali earth metal Periodic Table

10

1.B.(c) Demonstrate an understanding of chemical bonds to explain how and why atoms combine to form a variety of substances in the nature, and use the language of chemistry to write name of chemicals.

1.B.(c) Demonstrate how atoms achieve chemical stability by bonding and explain the effect of bonding on the properties of the substances.

1.B.(c) Language Arts/ Arts Correlations:

Ask students to write a two paragraphs essay about the nature of the bonding between the nuclei and the valence electrons of different atoms.

Ask students to write an essay explaining in what sense the formation of a covalent bond between two atoms resembles a ball rolling in a ditch. Hint: The ball will move until its potential energy is at a minimum.

Ask students to theorize about why the potential energy of atoms increases as the atoms get very close to or far from each other

Ask students to use the theory of metallic bonding to explain why metal surfaces are shiny.

Ask students to write an essay explaining why hydrogen bonds are responsible for holding DNA in its elliptical shape.

Ask students to list about as many use of the term “compound” as they can, and then ask them to use it in a sentence.

Instruct students to summarize the process to write and name formulas for ionic and covalent compounds.

Ask students to relate prefixes used in chemistry such as; tetra, mono, di, penta, per, hypo, etc, to non-natural science activities. Example: music, psychology, human behavior, etc.

Ask students to compare the Stock system with the older prefix system for naming binary compounds in chemistry. Then, ask students to discuss the advantages of each system.

11

1.B.(c) Demonstrate an understanding of chemical bonds to explain how and why atoms combine to form a variety of substances in the nature, and use the language of chemistry to write name of chemicals.

1.B.(c)

Describe the intermolecular forces in covalent substances.

Write names and formulas for

different chemical substances and explain the significance of chemical formula to analyze substances quantitatively.

Describe the intermolecular forces

in covalent substances.

Write names and formulas for different chemical substances and explain the significance of chemical formula to analyze substances quantitatively.

1.B.(c)

Ask students look up the meaning of the word “empirical” in the dictionary. Then, ask them use the definition to explain where information is obtained about an empirical formula. Hint; their explanations should reflect that empirical formulas are determined by experimental data.

Ask students to relate the concept of “balance” to the process of balancing chemical equations.

Social Studies Correlations:

Ask students to research how chemistry

revolutionized the fields of: Nutrition Cosmetology Medicine

Ask students to research how microwave devises utilize the chemical bounding of water molecules to heat up food.

Ask students to research modern quantum mechanics through the illustrations of George Gamow`s Mr. “Tompkins in Paperback” book.

Ask students to research the meaning of the statement: we eat the elements, we are the elements”

Ask students to research the origin of “Neon-lights” used today in public advertising and car industries.

Art Correlations:

Ask students to sketch: Covalent bonding between three pair of atoms Metallic Bonding between two pair of atoms Ionic bonding between two pair of atoms.

12

1.B.(c) Demonstrate an understanding of chemical bonds to explain how and why atoms combine to form a variety of substances in the nature, and use the language of chemistry to write name of chemicals.

1.B.(c)

1. B. (c). Technology Correlations:

Ask students to log on: www.scilinks.org and research:

William Ramsey: Code HC2043 Period Table: Code HC2051 Halogens: Code HC2055 Covalent Bonding: Code HC2061 Ionic Bonding: Code HC2063 VSEPR Theory: Code HC2065 Hydrogen bonding: Code H2066

Bank of supplementary activities: Ask Students to:

Relate the chemical stability of noble gases to their electron configurations.

Explain how metal atoms can achieve the electron configuration similar to noble gas atom by loosing electrons and become positive ions.

Explain how nonmetal atoms can achieve the electron configuration similar to noble gas atom by gaining electrons and become negative ions.

Explain why the properties of an ion differ from that of a neutral atom.

define ionic bond Describe the structure of table salt crystals. Draw atomic structures to show how the following

elements form ionic compounds and write the formulas and names for the compounds

1.Na and Cl 2. Mg and O

13

1.B.(c) Demonstrate an understanding of chemical bonds to explain how and why atoms combine to form a variety of substances in the nature, and use the language of chemistry to write name of chemicals.

1.B.(c)

1.B.(c) 3. K and S 4.Ca and F

List the properties of ionic compounds. Describe the electron-sea, model of metallic bonding. Compare the strength of metallic bond between Na,

Mg, and Al. Relate the properties of metal to metallic bond. Explain why transition metals are stronger than main

group metals. Explain how nonmetal atoms can achieve the electron

configuration similar to noble gas atoms by sharing electrons and form molecules.

Define covalent bond Explain the role and location of electrons in a

covalent bond. Describe the change in energy and stability that takes

place as a covalent bond forms. Draw Lewis structures to show the arrangement of

valence electrons among atoms in molecules and polyatomic ions.

Draw Lewis structures to show double and triple covalent bonds between atoms.

Explain the differences between single, double and triple covalent bonds.

Define hybrid orbital. Describe the VSEPR theory. Make molecular models for the following molecules

and identify the molecular shapes of them. CH4 , NH3 , H2 O , HF, PCl5 , SF6

Explain what determines the polarity of a molecule. Explain why water is a polar molecule and carbon

dioxide is not. Describe dipole-dipole forces and hydrogen bonding. Describe London dispersion forces.

14

1.B.(c) Demonstrate an understanding of chemical bonds to explain how and why atoms combine to form a variety of substances in the nature, and use the language of chemistry to write name of chemicals.

1.B.(c)

1.B.(c) Name binary ionic compounds. Name molecular compounds. Write oxidation number of each element in a

substance. Name compounds using stock system. Distinguish between molar mass, formula mass and

molecular mass. Calculate formula mass, molecular mass and molar

mass of a substance. Calculate the percentage composition of elements in a

compound. Calculate empirical formula from percentage

composition.

15

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature.

C .

Recognize that matter can exist as a solid, liquid, or gas and can be transformed from one state to another by heating or cooling.

Discuss the physical properties of

liquids.

Classify different kinds of solids and compare their physical properties.

Apply the kinetic molecular theory

to explain the physical properties of gases.

Use gas laws to calculate how

pressure, temperature, volume and number of moles of a gas will change when one or more of these variables are altered.

Apply the gas laws and Avogadro’s

principle to chemical equations

Use the Graham’s law of effusion to calculate molar mass and density of a gas.

Prepare and identify different types

of solutions.

C. Language Arts/ Arts Correlations:

Ask students to list what they know about the physical properties of gases, such as density and temperature, and how gases behave.

Ask students to theorize about the relationship between the kinetic molecular theory of gases with the diffusion of odors.

Ask students to write a short paragraph (six sentences) describing two positive uses of the lethal gas carbon monoxide.

Ask students to write an essay relating the kinetic molecular theory of gases, with the dynamics of Earth’s atmosphere.

Ask students to use the kinetic molecular theory of gases to explain atmospheric pressure.

Ask students to hypothesize about what happens to the pressure in a tire as an automobile is driven 100 km on a hot day. Hint: Pressure increases because of more rapidly moving air molecules.

Ask students to research and report in a short essay how Boyle`s law can be used to explain how a plunger opens a clogged drain.

Ask students to compare and contrast Boyle`s work with tubes and mercury to their drinking a beverage through a straw.

Ask students to relate the automobile’s brake system with the incompressible nature of liquids.

Ask students to relate the word “network” with the molecular structure of solid.

16

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature.

C. Describe the attractive forces that

hold a solute to a solvent in solutions.

Explain the colligate properties of

solution and the applications of the properties.

Identify solutions as acidic, basic or

neutral.

Discuss and apply acid-base theories

Explain the importance of

hydroniuom ion in our life and how to express the concentration of hydronium ions as a more convenient quantity (pH)

Explain how to use indicators to

identify acids and bases.

C. Ask students to discuss the importance of the three

phases in which water is normally found (solid, liquid and gaseous) for sustaining life.

Ask students to develop a concept map that includes: Heterogeneous mixture Homogeneous mixture Solution Colloid Suspension

Social Studies Correlations:

Ask students to research how pollution control devises for CO2 in urban areas of the United States, are linked to the study of gases.

Ask students to explain why airplane’s cabins that fly at high altitudes must be pressurized, and does this affect the comfort of passengers.

Ask students to research how the study of gases benefits the field of modern meteorology.

Technology Correlations:

Ask students to log on: www.sclink.org and research Diffusion/effusion (HC2102) Gas law (HC2104)

Ask students to log on: www.cnnfyi.com and research the latest scientific application of the study of gases.

17

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature.

C.

C. Mathematics Correlations:

Ask students to explain the mathematical difference between STP (0 degree C and 1 atm) and the thermodynamic conditions (25 degree C and 1 atm).

Bank of Supplementary Activities:

Compare solids, liquids, and gases in term of particle spacing, particle motion and the attractive

forces between particles. Describe the plasma state of matter. Compare and contrast the physical properties of solid,

liquid, and gas. Describe the role of energy in phase changes. Compare the following terms. Melting and Freezing. Condensation and Evaporation. Sublimation and Deposition. Melting point and Boiling point. Heat of fusion and Heat of vaporization. Define the term fluid and give two types of fluid. Explain why liquids are less compressible than gases. Apply the concept of surface tension to explain why

drop of water forms a sphere. Explain what capillarity is and give two examples of

it. Compare volatile and nonvolatile liquids. Use the kinetic molecular theory to explain the

physical properties of liquids. Compare types of intermolecular forces in liquids. Explain why most elements are solids

at room temperature.

18

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature

C.

C. Explain why most molecular solids have lower

melting point than ionic solids. Compare and contrast a crystalline solid and an

amorphous solid. Compare and contrast the four kinds of crystals. Make a list of crystalline and amorphous solids. Make crystals of various safe common household

materials. Explain why an amorphous has a range of melting

point rather than a fixed melting point. Describe the characteristics of a gas. Relate the properties of a gas to the kinetic theory of

matter. Compare the properties of real and ideal gases. State Boyle’s law, Charles’s law, and Gay-Lussac’s

law and write mathematical expressions of the laws. State the relationship among temperature, volume and

pressure as the combined gas law. Apply the gas laws and combined law to problems

involving the pressure, temperature, and volume. State the law of combining volumes. Relate number of particles and volumes by Using Avogaadro’s principle. Define standard molar volume of a gas, and use it to

calculate gas masses and volumes. Relate the amount of gas present to its pressure,

temperature and volume by using the ideal gas law. Determine volume ratios for gaseous reactants and

products by using coefficients from a chemical equation.

Calculate amounts of gaseous reactants and products in a chemical reaction sing the gas laws.

State the Graham’s law of effusion. Determine the relative rates of effusion of two gases

19

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature

C.

C. of known molar masses.

Estimate the molar mass of unknown gas, Given the relative rates of effusion of known gas and

unknown gas. Define solution. Describe and categorize solutions. Identify the properties of suspensions and colloids. Describe different types of colloids. Demonstrate the factors affecting the rate of

dissolution. Explain the effects of temperature in solubility Prepare unsaturated, saturated, and supersaturated

solutions. Demonstrate and explain how to make crystals. Apply Henry’s Law to explain how to prepare gas-

liquid solution. Prepare solution with certain concentration. Define molarity and molality. Calculate amount of solute in the solution given. Demonstrate how to prepare diluted solution from a

concentrated solution. Explain the heat changes in making different types of

solution. Explain how a metal dissolve in another metal.

(Preparation of alloy) Write the equation to show the self ionization of

water. Explain how water molecule can be attracted to both

a positive ion and a negative ion when dissolving an ionic compound.

Define the term dissociation. Write equation for the dissociation of ionic

compounds when they dissolve in water. Explain the role of water in the ionization of covalent

20

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature

C.

C. compounds.

Write the equations to show the differences in ionization of HCl and CH3COOH in water

Explain how sugar dissolves in water. Explain how NH3 dissolves in water. Define the following terms:

Electrolyte Non-electrolyte Strong electrolyte Weak electrolytes Immiscible substances Miscible substances

Explain the nature of colligative properties. Describe four colligate properties of solutions. Explain how vapor pressure, boiling point and

freezing point of solutions below differ from those of the pure solvent.

Nonvolatile solute in the solution Volatile solute in the solution. Define the following terms Molal freezing point constant Freezing point depression. Molal boiling point constant Boiling point elevation Write the mathematical equation to show the

relationship between the change in a colligative property and the molal concentration of a solution.

Calculate the change in freezing point and boiling point of a solution.

Explain why osmotic pressure of a solution is considered as a colligative property.

Explain why actual freezing point depression of an electrolytic solution differs from the freezing point depression calculated on the basis of the

21

C. Demonstrate an understanding of the physical behavior of matter to classify substances and explain the physical phenomena of the nature

C.

C. concentration of the solution.

Explain how adding antifreeze to your car radiator protects it from freezing.

Compare and contrast the properties of acids and bases.

Classify substances as an acid, a base, or neither when mixed with water.

Explain how to name acids and bases. Explain the properties of amphoteric compounds. Define acid and base according to the Arrhenius

theory of ionization. Distinguish a strong acid from a weak acid. Distinguish a strong base from a weak base. Define and recognize Bronsted-Lowry acids and

bases. Define a Lewis acid and a Lewis base. Describe a conjugate acid and a conjugate base. Explain the process of neutralization. Explain the three types of acid –base reactions. Describe the self-ionization of water. State the concentration of H+ ions and OH¯ ions in

water. Explain why water is neutral. Define acid and base based on the comparison of the

amount of H+ ions and OH¯ ions. Calculate Kw of water. Calculate pKw.

22

D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment.

D.

Explain how atoms are rearranged when substances react.

Analyze a chemical reaction

quantitatively.

Recognize and describe exothermic and endothermic reactions, and explain how to measure heat changes during chemical reactions

Discuss the driving forces of

reactions.

Demonstrate the factors that can be used to control the rate of a chemical reaction, and apply the collision theory to explain how the factors affect the rate of a chemical reaction

Explain how reversible changes of

matter can create the state of equilibrium in the chemical world, and apply Lachatelier’s principle to describe how equilibrium will shift in response to changes in concentration, pressure, and temperature, and discuss the common ion effect

D. Languages Arts/ Arts Correlations:

Ask students to theorize what conclusions, if any, they can draw about the relationship between specific heat and state of matter.

Ask students to use an analogy of an investor to explain the connection between the sign of ∆H and the gain or loss of energy. Hint: treat profit, as the energy in an endothermic reaction

Ask students to investigate the role of nitrogen in air in determining the rate at which carbon could burn in a reaction.

Ask students to research why they can not tell whether a reaction is a simple one step reaction simply by looking at the equation for that reaction.

Ask students to research the nature of the “equilibrium constant’

Ask students to theorize about why in equilibrium expressions, the concentration of condensed phases remain constant, independently of the amount of the substance. Hint: the density of the substance remains constant.

Ask students to research how Le Chatelier`s principle is applied in the bottling of carbonated soft drinks.

Ask students to research how some naturally occurring redox can be source of electrical energy.

Ask students to create a flowchart that shows the steps for balancing a redox equation by the half-reaction method.

23

D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment.

D.

D. Social Studies Correlations:

Ask students to research why the so-called “acid rain” poses a threat for human health.

Ask student to investigate how “neutralization” is used in chemical spills in highway or in a factory.

Ask students to research two possible benefits of adding measured amount of CaCO3, a base, to an acidified stream.

Ask students to research how the development of self-heating metallic alloy powders benefited the military.

Technology Correlations:

Ask students to log on: www.scilinks.org and research:

pH; Code HC2161 Acid rain; Code HC2162 Titration/indicator HC2163

www.go.hrw.com and research: Acid and Base; Code HC2 HOME

www.si.edu/hrw www.cnnfyi.com

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D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment

D.

D. Bank of Supplementary Activities: Ask Students To:

Explain and use the pH scale. Given [H3O+] or [OH¯] find pH. Given pH, find [ H3O+ ] or [OH¯] Describe how an acid-base indicator functions. Demonstrate how to carry out an acid-base titration. Calculate the molarity of a solution from titration

data. Describe chemical reactions by using word equations. Use the language of chemistry (symbol and formula)

to describe a chemical reaction. Apply the law of conservation of mass to chemical

reactions. Write balanced chemical equation. Demonstrate different types of chemical reactions. Classify chemical reaction as a synthesis,

decomposition, a single replacement, a double replacement, or a combustion reaction.

Write ionic equations for reactions that occur in aqueous solutions.

Define oxidation and reduction. Identify redox reactions using oxidation number. Name and define the two half reactions that make up

a redox reaction Identify element oxidized, element reduced, oxidizing

agent and reducing agent in a redox reaction. List the steps in balancing a redox equation. Describe some applications of redox reactions. Define stoichiometry Write a mole ratio from balanced chemical equations.

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D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment

D.

D. Write mass ratio from mole ratio of a reaction. Calculate the number of moles and the mass of a

reactant or product when given the number of moles or the mass of another reactant or product.

Identify the limiting reactant in a chemical reaction. Distinguish between theoretical yield, actual yield

and percent yield. Calculate percent yield, given the actual yield and

quantity of a reactant. Define exothermic and endothermic reaction. Write thermo chemical equations Measure and calculate the energy involved in

chemical changes Define heat of formation, heat of combustion, and

molar heat of formation. Describe the relationship between a compound’s

stability and its heat of formation. Explain enthalpy change. Show the importance of Hess’s law to

thermodynamic calculation. State the two factors that allow chemist to predict

whether a reaction will occur. Define entropy. Compare and contrast enthalpy and entropy,

including the properties they measure, the symbols used to represent them and the units associated with each..

Describe some processes involving an increase in entropy.

Define free energy Explain how to calculate change in free energy. Describe the use of free energy.

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D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment

D.

D. Explain how changes in enthalpy, entropy, and free

energy affect the spontaneity of chemical reaction and other processes.

Define chemical kinetics. Define the rate of a chemical reaction. Calculate the rate of a chemical reaction. Compare the rate of a chemical reaction under

varying conditions. List and describe five factors that can influence the

rate of a reaction. Describe how chemical reactions occur as a result of

collisions. Use the collision theory to explain how the four

factors affect the rate of a chemical reaction. Define activated complex, activation energy, and

intermediate of a reaction. Define a catalyst. Explain the role of a catalyst on the rate of chemical

reactions. Explain what a rate law for a chemical reaction is

meant. Explain the conditions under which a rate law can be

written from a chemical equation. Explain when a rate law can not be written from a

single step. Describe a reversible process. Describe a reversible chemical reaction. Define the term equilibrium Recognize the characteristics of equilibrium. Define chemical equilibrium and explain how it is

achieved. List the types of equilibrium in the chemical world.

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D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment

D.

D. Give an example and write the equation for the

following equilibriums Equilibrium of physical states of matter-

physical equilibrium Equilibrium of chemical reactions-chemical

equilibrium Equilibrium of water. Equilibrium of acids. Equilibrium of base. Equilibrium of salt. Equilibrium of solutions. Solubility equilibrium.

Define equilibrium constant. Identify and explain type of the following

equilibriums. H2O (s) ⇔ H2O (l) N2 (g) + 3H2 (g) ⇔ 2NH3 (g)

H2O (l) + H2O (l) ⇔ H3O+(aq) + OH-

(aq) CH3COOH(aq) +H2O(l) ⇔H3O+

(aq) + CH3COO-

(aq)

NH3 (aq) + H2O (l) ⇔ NH+4 (aq) + OH-

NaCl(s) ⇔ Na+(aq) + Cl-

(aq) AgCl(s) ⇔ Ag+

(aq) + Cl-(aq)

Write equilibrium expression for the above equilibrium and name the equilibrium constant according to the type of equilibrium.

Define the term hydrolysis. Explain why aqueous salt solutions are Acidic, basic or neutral. Explain LeChatelier’s principle.

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D. Apply understanding of the chemical behavior of matter to identify and control chemical changes, explain the importance of chemical changes in our life, and predict changes that might occur in our environment

D.

D. Describe how changes in concentrations,

pressure, and temperature affect a reaction at equilibrium.

Describe three situations in which ionic reactions go to completion.

Describe the common –ion effect. Describe a buffer solution and explain how

it works. Define the following terms.

Ion-Product constant for water--Kw Acid-ionization constant --- Ka Base-ionization constant-- Kb Solubility product constant -- Ksp Chemical equilibrium constant -Kc

o or Kp Show how to use solubility product constant to calculate solubility, and determine whether a

precipitation will form. Quantitatively analyze the systems in equilibrium Find the value of equilibrium constant for

equilibrium, given data. Analyze the extent of a reaction from its equilibrium

constant. Explain whether an exothermic reaction that

is at equilibrium will shift to the left or to the right to readjust after each of the following procedure is followed.

Products removed More reactants are added More heat is added Heat is removed

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E. Apply understanding the nuclear behavior of matter to explain the profound effects of nuclear reactions, and the applications of those reactions in our life.

E.

Describe radioactivity, and explain the causes, and the effects of radiation.

Compare and contrast nuclear

fission, and fusion.

E. Language arts/Arts Correlations:

Ask students to research why exposure to radiation when humans are at high altitude is stronger. Ask them to explain, what that says about one of the useful functions or our atmosphere.

Ask student to verbally explain how it is possible for the atomic nucleus to emit an electron.

Ask students to research how the life-cycle of stars could be understood based on nuclear interactions.

Ask students to research how the study of neutrinos is related to solar physics.

Ask students to research how Radon detection could be performed in a classroom.

Ask students to compare the relative energy changes in a physical change, chemical reaction, and nuclear reaction.

Ask students to research the main difference between fusion and fission, specifying what happens to the nucleus in both processes.

Ask students to sketch the process of fusion and nuclear fission.

Social studies Correlations:

Ask students to research how radionuclide has help in the treatment of cancer.

Ask students to research the history of the nuclear bombs “Fat Man” and “Little Boy”. Ask them to explain what was the nuclear process used to detonate these nuclear weapon.

Ask students to research the military application of nuclear science.

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E. Apply understanding the nuclear behavior of matter to explain the profound effects of nuclear reactions, and the applications of those reactions in our life.

E.

E. Ask students to research how radioactive are used in

smoke detectors. Have students to research the contribution to nuclear

science of : Marie Curry Lise Meitner Enrico Fermi Otto Hans Albert Einstein Leo Zilar

Technology Correlations:

Ask students to log on:

www. Scilink.org and research Radioactive; HC2221 Half-life; HC2222 Radioisotopes; HC2223 Fission; HC2226 Fusion; HC 2225

www. go.hrw.com www.si.edu/hrw www.cnnfyi.com

Bank of Supplentary Activities: Ask Students to:

Define radioactivity. Explain the relationship between the nuclear stability

and radioactivity. Define nuclear binding energy.

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E. Apply understanding the nuclear behavior of matter to explain the profound effects of nuclear reactions, and the applications of those reactions in our life.

E. E. Compare and contrast alpha, beta, gamma, and

positron. Describe how to detect and measure radiation Explain what happens to the atomic and mass

numbers of an atom when it gives off an alpha particle, a beta particle, gamma rays, and positron.

Write balanced nuclear equations Define transmutation, a chain reaction and

transuranium element. Define half-life of an isotope. Apply the concept of half-life to calculate the age of a

fossil. Explain the differences between nuclear fission and

nuclear fusion. Write the balanced nuclear equation to demonstrate a

nuclear fission or nuclear fission. List the application of nuclear reactions in medicine. Discuss the advantages and disadvantages of using

energy generated by nuclear fission.

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RESOURCES District Adopted Textbook and Teacher Ancillaries Modern Chemistry, Holt, Rinehart and Winston, 2002 General Chemistry Websites Additional Resources

http://hrw.com United States Department of Education (USDOE) http://www.lib.lsu.edu/sci/chem/internet/chemical.html New Jersey Department of Education (NJDOE) http://www.liv.ac.uk/Chemistry/Links/links.html Science Education http://www.chemdex.org/ National Academy of Sciences http://macedonia.nrcps.ariadne-t.gr/ http://www.chm.bris.ac.uk/motm/motm.htm http://vlib.org/Biosciences http://biotech.cato.com/ http://www.sc.doe.gov/ http://www.chem.qmul.ac.uk/iupac/class/ http://www.chem.qmul.ac.uk/iupac/hetero/HW.html http://www.chem.vt.edu/chem-ed/ac-meths.html http://www.chem4kids.com/ http://portal.acs.org/portal/acs/corg/content

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