SCOPE 2017 - 2018 Chemistry I - SDPBC Web CMS · 2 2017 – 2018 | Chemistry I: ... Department of K12 Curriculum KEY COMPONENTS OF THE SCOPE ... the unit A sample assessment question

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2 2017 – 2018 | Chemistry I: Regular & Honors | **Honors Only Copyright © 2017 by School District of Palm Beach County, Department of K12 Curriculum

KEY COMPONENTS OF THE SCOPE & SEQUENCE

Common Misconceptions Teacher Notes

Predictable misconceptions commonly held by students that could undermine their efforts to learn – these erroneous understandings/ideas should be addressed, in order to achieve conceptual change

(this is not a complete list, just a few suggested items to get you started)

Things to consider when planning your instruction


Sample Literacy Strategies Prefixes, Suffixes & Roots

Suggested literacy strategies to help students achieve the learning goals


Common prefixes, suffixes, and roots to help students understand scientific terminology


Sample Assessment Questions

A sample assessment question aligned to a benchmark in the unit A sample assessment question aligned to a Nature of Science benchmark in the course

UNIT #: UNIT TITLE

UNIT GOAL The overarching learning goal for the unit; the desired results

Suggested Time Frame: The recommended time frame to teach each unit; NOTE: this does not include LTMs, PDDs, and 4 days for each semester exam

Lesson Plans: The lesson plans in Blender

Text: The portions of the text related to the unit; NOTE: not all pages in each section are closely aligned to the benchmarks – be selective when deciding what pages to include in your lessons

Next Generation Sunshine State Standards Complexity Level Students will be able to… Content/Academic Language

FLDOE Other

TOPI

C The required standards according to the course description

posted on CPALMS by the Florida Department of Education; the benchmarks included in the Honors course description are

indicated with two asterisks (**)

The level of cognitive

complexity that a learning activity or

assessment item associated with that standard might entail; see page 5

The essential knowledge, specific skills, and/or concepts students should acquire

to master the benchmark

Content-specific vocabulary identified

by the Florida Department of

Education

Additional content-specific vocabulary and/or academic language to help

achieve mastery of the standards

2017 – 2018 | Chemistry I: Regular & Honors | **Honors Only Copyright © 2017 by School District of Palm Beach County, Department of K12 Curriculum

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Each Nature of Science benchmark is listed in at least one unit, during which it should be especially emphasized; however, all Nature of Science benchmarks should be infused into all areas of the chemistry curriculum. The following benchmarks are found in multiple units throughout the Scope & Sequence. Please note that although the benchmark is repeated in subsequent units, the student targets associated with the benchmark are specific to that unit.

Benchmark Initial Unit Subsequent Units

SC.912.N.1.1 Unit 1: Introduction to Chemistry Unit 7: Reaction Rates & Equilibrium Unit 11: Acids, Bases, & Equilibrium

SC.912.N.4.1 Unit 10: Aqueous Solutions Unit 13: Organic Chemistry

SC.912.P.8.1 Unit 2: Changes in Matter Unit 9: Kinetic Molecular Theory Unit 10: Aqueous Solutions

SC.912.P.8.2 Unit 2: Changes in Matter Unit 6: Reactions

SC.912.P.8.4 Unit 3: Atomic Structure Unit 4: Periodic Trends

SC.912.P.8.6 Unit 5: Chemical Bonding & Nomenclature Unit 10: Aqueous Solutions

SC.912.P.8.8 Unit 6: Reactions Unit 11: Acids, Bases, & Equilibrium Unit 12: Oxidation-Reduction Reactions

SC.912.P.8.9 Unit 6: Reactions Unit 8: Stoichiometry

SC.912.P.10.1 Unit 2: Changes in Matter Unit 7: Reaction Rates & Equilibrium

SC.912.P.10.2 Unit 2: Changes in Matter Unit 7: Reaction Rates & Equilibrium

SC.912.P.10.5 Unit 2: Changes in Matter Unit 9: Kinetic Molecular Theory


Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level.

Complexity Level Test items: Students will: Examples

Low

rely heavily on the recall and recognition of previously learned concepts and principles

typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically

not be required to come up with an original method or solution retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon

or identify common examples complete a familiar single-step procedure or solve a problem using a

known formula

Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific concept or relationship. Provide or recognize a standard scientific representation for

simple phenomena. Perform a routine procedure such as measuring length. Identify familiar forces (e.g., pushes, pulls, gravitation, friction, etc.) Identify objects and materials as solids, liquids, or gases.

Moderate

involve more flexible thinking than low-complexity test items do

require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process

be expected to decide what to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains

interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations,

an investigation, or experiments describe or explain examples and non-examples of scientific processes

or concepts specify or explain relationships among different groups, facts,

properties, or variables differentiate structure and functions of different organisms or systems predict or determine the next logical step or outcome apply and use concepts from a standard scientific model or theory

Specify and explain the relationship among facts, terms, properties, and variables.

Identify variables, including controls, in simple experiments. Distinguish between experiments and systematic observations. Describe and explain examples and non-examples of science

concepts. Select a procedure according to specified criteria and perform it. Formulate a routine problem given data and conditions. Organize, represent, and interpret data.

High

make heavy demands on student thinking

require that the student think in an abstract and sophisticated way, often involving multiple steps

engage in abstract reasoning, planning, analysis, using evidence, judgment, and creative thought

analyze data from an investigation or experiment and formulate a conclusion

develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose

a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial

relationships

Identify research questions and design investigations for a scientific problem.

Design and execute an experiment or systematic observation to test a hypothesis or research question.

Develop a scientific model for a complex situation. Form conclusions from experimental data. Cite evidence that living systems follow the Laws of Conservation

of Mass and Energy. Explain how political, social, and economic concerns can affect

science, and vice versa. Create a conceptual or mathematical model to explain the key

elements of a scientific theory or concept. Explain the physical properties of the Sun and its dynamic nature

and connect them to conditions and events on Earth. Analyze past, present, and potential future consequences to the

environment resulting from various energy production technologies.


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The following content-area literacy standards and grade level mathematics standards are also included in the Chemistry 1 (Regular and Honors) course description and should be implemented on a routine basis.

WRITING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.WHST. STANDARDS FOR SPEAKING & LISTENING ‐ LAFS.910.SL.

1.1

Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement that follows from or supports the argument presented

1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

1.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

MATH FLORIDA STANDARDS - MAFS.912.

2.4

2.5

2.6

3.7

3.8

3.9

4.10

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print & digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

F-IF.2.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F-IF 3.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift.

G-MG 1.2**

Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

S-IC 2.6**

Evaluate reports based on data.

S-ID 1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.


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READING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.RST. MATH FLORIDA STANDARDS - MAFS.912. (CONTINUED)

1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or description.

S-ID.1.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).

1.2 Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. S-ID 1.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for

possible effects of extreme data points (outliers).

1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

S-ID 1.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

2.4 Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics.

S-ID 2.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

F-IF.2.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

2.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

PLEASE NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable.

3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently.

ENGLISH LANGUAGE DEVELOPMENT/PROFICICENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS

ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.


UNIT 1: Introduction to Chemistry

UNIT GOAL

Students will understand that scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

Suggested Time Frame: 14 days (8/14 – 8/31)

Lesson Plans: Reg: Lessons 3-7; Hon: Lessons 2-6

Text: Reg: Ch. 1.1, 1.3, 1.4, 3.1 – 3.3 Hon: Ch. 1.2, 1.3, 2.1 – 2.3

Next Generation Sunshine State Standards Complexity Level Students will be able to: Content & Academic Language

FLDOE Other

THE

PRA

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SCIE

NC

E

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world. Conduct systematic observations, Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Plan investigations, (Design and evaluate a scientific investigation). Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (including set-up, calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others.

High

Plan and carry out a scientific investigation: develop a testable question. form a hypothesis. identify a test variable (independent), an

outcome variable (dependent), and controlled variables (constants).

establish a control group and experimental groups.

create or follow a procedure. create an appropriate graph for the

data set given or collected. interpret and analyze data in tables,

graphs, and graphics. form and/or defend a conclusion. utilize appropriate scientific tools to

gather, analyze, and interpret collected data.

communicate the results of scientific investigations.

analyze classify conclusion control group controlled

variables data dependent

variable (outcome variable)

empirical evidence

experiment evidence independent

variable (test variable)

inference investigation law (scientific

law) model observation repetition replication scientific

method trials valid variable

accuracy compare dimensional

analysis directly

proportional evaluate examine explain function generate graph interpret inversely

proportional justify modify objectivity percent error physical

science precision predict pseudoscience qualitative quantitative scientific

notation scientist significant

figures subjectivity systematic technology

SC.912.N.1.2 Describe and explain what characterizes science and its methods. Moderate

describe science as the systematic, organized inquiry that is derived from observations and experimentation that can be verified through testing to explain natural phenomena.

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

High

read, interpret, and examine the credibility/validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories.

assess the credibility/reliability of sources according to the strict standards of science, including controlled variables, sufficient sample size, replication of results, empirical and measurable evidence, and the concept of falsification.


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SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. Moderate

recognize that contributions to science can and have been made by people from all over the world.

explain that similar investigations may result in the same outcome regardless of where in the world they are conducted.

SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

High

identify scientific questions that can be disproved by experimentation/testing.

recognize that scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

**SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society. Low

explain that science is testable and seeks falsifications, whereas pseudoscience is not testable and seeks confirmations.

determine if the phenomenon (event) can be observed, measured, and tested through scientific experimentation or if the phenomenon is not testable and seeks confirmations.

CA

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MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Moderate

practice quantitative skills such as calculating percentages and unit conversions.

perform dimensional analysis using formulas.

perform mathematical calculations related to percent error.

decide on the level of specificity of measurement data appropriate for a given measurement tool.

MAFS.912.F-IF 3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift.

Moderate

summarize graphical data and trends. collect, organize, and analyze data sets. determine the best format for data and

present the data in an appropriate visual format.

identify relationships between data displayed in a graph



With sufficient evidence, a theory becomes a law. Once developed, laws and theories do not change. Data and evidence are interchangeable terms. Models are only physical representations of ideas. The steps of the scientific method have to be done in a particular order every time

and may not be repeated. Precision is the same thing as accuracy.

Make sure that students understand that there is no single, linear scientific method, but rather methods scientists use to engage in scientific inquiry.

Nature of Science benchmarks will only be assessed within topics relating to chemistry. Students should be able to differentiate among laws, theories, and hypotheses. Students frequently have issues with the mathematical portions of this unit. It is important

that students have a firm grasp of these processes/skills as they will be utilized frequently throughout the course.


o Create a flow chart to illustrate the cyclical nature of the scientific method. o Two column chart relating common mathematical key words/symbols and their

operations.

o pseudo – false o quant – how much o qual – quality, characteristic

Sample Assessment Question Sample Assessment Question

Sample Question MAFS.912.N-Q.1.3

According to an accepted chemistry reference, the heat of vaporization of water is 540 calories per gram. A student determined in the laboratory that the heat of vaporization of water was 620 calories per gram. What was the percent error in the student’s result?

a. 12.9 b. 14.8 c. 18.7 d. 23.5

Sample Question SC.912.N.1.1

The table below shows student data obtained during an investigation on the factors affecting the rate of a chemical reaction: A + B AB. The student observed that the rate of the reaction changed when the concentration of solution A is kept constant and the concentration of solution B is changed by adding H2O.

Based on the data provided, what can the student conclude about the factors affecting the rate of the given reaction?

a. The reaction rate increased when H2O was added. b. The concentration has no effect on the reaction rate. c. The reaction rate increased as solution A was diluted. d. The reaction rate decreased as solution B was diluted.

Trial Volume of Solution A

Volume of Solution B

Volume of H2O

Added

Reaction Time

1 10 mL 10 mL 0 mL 2.8 sec

2 10 mL 5 mL 5 mL 4.9 sec

3 10 mL 5 mL 7 mL 10.4 sec


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UNIT 2: Changes in Matter

UNIT GOAL

Through inquiry and exploration, students will understand that changing the specific conditions of matter can affect the behavior of the particles as well as its physical and chemical properties.

Suggested Time Frame: 9 Days (9/1 – 9/14)

Lesson Plans: Reg: 8-11, 43-45, 57 Hon: 1A-1C, 50, 64

Text: Reg: Ch. 2.1-2.4, 13.2-13.4, 17.2 Hon: Ch. 2.1, 2.2, 2.3


FLDOE Other

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SC.912.P.8.1 Differentiate among the four states of matter. Moderate compare the shape, volume, and motion

of the particles in solids, liquids, gases, and plasma.

atom chemical

change density energy freeze gas heat kinetic energy liquid mass matter melt mixture molecule physical

change plasma reaction solid solubility volume weight

calorimetry differentiate efficiency extensive

property intensive

property law phase

transition property pure substance reactivity solution state temperature theory transform

SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. Moderate

explain how the particles of a substance at a higher temperature move around more freely and rearrange more easily, thus are more susceptible to a chemical change.

recognize that the internal energy of an object includes the energy of random motion of the object’ s atoms and molecules, often referred to as thermal energy.

SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical change of matter. Moderate

identify physical changes of matter, such as changes in state, texture, appearance, and temperature.

identify a chemical change as one that results in a new substance, whereas a physical change does not.

recognize that many physical changes are easily reversed, while most chemical changes are not.

identify common chemical change indicators, such as changing color or odor, production of heat, fizzing and foaming, giving off sound or light.

differentiate between intensive and extensive properties.

recognize that a physical property is observed or measured without changing the identity of substance (e.g., solubility).

recognize that a chemical property describes a substance’s ability to form new substances (e.g., reactivity with water).


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cont

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SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. Moderate

describe that matter cannot be created or destroyed in physical and chemical changes.

recognize that matter can change state as energy is added or removed due to the movement of particles in a substance.

analyze and distinguish among energy transformations (for example, chemical to thermal) in classroom laboratories and real world scenarios.

explain how energy transformations follow the Law of Conservation of Energy.

**SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.

High

explain how the conservation of energy is important in chemical reactions with respect to the breaking and forming of chemical bonds during physical changes or phase transitions.

use calorimetry to illustrate the Law of Conservation of Energy.

SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. Moderate

recognize that a scientific law describes specific relationships under given conditions in nature while a scientific theory provides a broad explanation of many observed relationships.

recognize that the Law of Conservation of Energy describes the mathematical relationship between the reactants and products (the energy released or absorbed during a chemical reaction) of a chemical change, but does not explain why this is so.


.


There is a change in the amount of energy during a chemical reaction as matter undergoes a chemical change.

Gases do not have mass. Particles of solids have no motion. Temperature and heat are the same thing. When the shape of something changes, the mass changes. The term scientific law and scientific theory can be used interchangeably.

Ensure students understand that hot and cold are relative terms, and that when an object decreases in temperature (gets “colder”), it is due to the removal of heat and not the addition of “cold” (which does not exist).

While teachers may briefly discuss chemical reactions when talking about chemical changes, the topic of reactions will be covered more in depth later.


o List, Group, Label: solid, liquid, gas, plasma o Compare and Contrast Diagram: physical change vs. chemical change

o kin – motion o in – within o ex – outside


Sample Question SC.912.P.8.2

Which of the following procedures and corresponding observations indicate that a chemical change has taken place?

a. A solid is gently heated in a crucible and the solid slowly turns to liquid. b. Large crystal are crushed with a mortar and pestle and become powder. c. Ethanol is added to an empty beaker and the ethanol eventually disappears. d. A cool, shiny metal is added to water in a beaker and rapid bubbling

occurs.


Which statement about gases is most likely a scientific law?

a. Gases in an experiment on pressure must have the same amount of molecules. b. Gas pressure increases as the volume of the container decreases at constant

temperature. c. Gases are one state of matter and have different properties than solids and

liquids. d. Gases in an investigation increased in volume when heated because the molecules

increase in kinetic energy.


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UNIT 3: Atomic Structure

UNIT GOAL

Through inquiry and exploration, students will understand the structure and composition of the atom as well as how energy is absorbed and released at the atomic and subatomic level.


Lesson Plans: Reg: 12-17; 19, 21, 84, 86 Hon: 7-16; 19, 20, 24, 25, 98-100

Text:

Reg: Ch. 4.1-4.3, 5.1-5.3, 6.2, 7.1, 25.1, 25.3

Hon: Ch. 3.1-3.3, 4.1-4.3, 5.2, 6.2, 21.2, 21.4


FLDOE Other

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SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.

High

analyze and differentiate among the theories and associated scientists that led to the modern atomic theory.

explain how observations made during experimentation (like Thomson’s cathode ray tube experiment and Rutherford’s gold-foil experiment) led to the modification of the atomic model the discovery of the particles that make up the atom.

amplitude atom electromagnetic

spectrum electron fission frequency fusion gravity infrared light mass microwave mole neutron nucleus proton radiation radioactivity theory ultraviolet wavelength x-ray

atomic mass atomic number chemical

reaction decay electron

configuration model magnitude orbital phenomena photon quantization range strong

nuclear* weak nuclear*

SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

High

differentiate among identification, description, location, mass, and electrical charges of subatomic particles.

identify the number of atomic orbitals, electrons, neutrons, protons, and the location of each subatomic particle for a given atom.

explain that electrons, protons and neutrons are parts of the atom and that the nuclei of atoms are composed of protons and neutrons, which experience forces of attraction and repulsion consistent with their charges and masses.

explain how isotopes of an element differ.

**SC.912.P.10.10 Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). Moderate

understand that nuclear forces are responsible for the structure and make-up of the atom.

**SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

High

explain that a scientific theory is a well-tested hypothesis supported by a preponderance of empirical evidence.

explain how the development of the atomic theory was modified with the addition of new information.


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SC.912.P.10.9 Describe the quantization of energy at the atomic level. Moderate

explain what the quantum mechanical model determines about the electrons in an atom.

summarize the relationship between energy and frequency.

predict the behavior of and/or calculate quantum and photon energy from frequency.

explain that when electrons transition to higher energy levels they absorb energy, and when they transition to lower energy levels they emit energy.

recognize that spectral lines are the result of transitions of electrons between energy levels that correspond to photons of light with an energy and frequency related to the energy spacing between levels (Planck’s relationship E = hv).

SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.

High

explain how the frequencies of emitted light are related to changes in electron energies.

describe the electromagnetic spectrum (i.e., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) in terms of frequency, wavelength and energy.

solve problems involving wavelength, frequency, and energy.

explain how the quantization of energy of an atom relates to the electromagnetic (EM) spectrum.

SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. Moderate

recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes/events.

recognize that our understanding of the structure of the atom was modified with the addition of new information from scientists like Rutherford, Bohr, Thomson, Heisenberg, and Schrődinger.



All isotopes are radioactive. Protons and neutrons have the same mass as individual particles as they do as part

of the nucleus of an atom. Atomic mass and molar mass are the same thing. The terms emission spectrum and absorption spectrum can be used interchangeably. Electrons orbit the nucleus in a similar way to planets orbiting the Sun.

Students are used to seeing superscripts and subscripts in math class and in chemical equations. Be sure to emphasize how they are used in chemical symbols when describing the composition of an atom.

To demonstrate photoelectric effect, use different colors of LED lights and phosphorescent paper. When low energy light is used (red), no phosphorescence is observed but when using blue, UV, or white light, the paper glows.

While it is important for students to understand the contributions that various scientists made to our current understanding of the atom, it is not essential for students to memorize specific details regarding each scientists’ experiments.


o Triple Venn Diagram: proton, neutron, electron o Triangular Comparison Diagram: frequency, wavelength, energy

o pro – positive o neu – neutral o electro – electric o quant – amount



What is the total number of valence electrons in an atom with the electron configuration 1s22s22p63s23p3?

a. 3 b. 5 c. 6 d. 9


Rutherford radically changed the idea of what an atom looks like through his gold-foil experiment. His observations led him to change the model of the atom to include a positive nucleus and a region of negative electrons outside of that. Shortly after this, Bohr discovered that the electrons did not seem to just 'hang out' in empty space, but they seemed to be in orbits around the nucleus which yet again changed what we knew about the atom. How did the knowledge gained from each of these experiments change our understanding of atomic structure?

a. Rutherford’s model was thrown out because Bohr’s model was more correct. b. Bohr's theory because ignored because Rutherford's theory was first, and

therefore probably more correct. c. Portions of both Rutherford’s model and Bohr’s model were accepted in order

to provide a more accurate understanding of the atomic model. d. Both Bohr’s model and Rutherford’s model were both thrown out because they

could not reach a consensus and then a totally new theory was developed.


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UNIT 4: Periodic Trends

UNIT GOAL

Through inquiry and exploration, students will understand the development and significance of the arrangement of the modern periodic table and how properties of elements can be predicted based on this arrangement.


Lesson Plans: Reg: 18, 20; Hon: 17, 18, 21, 22

Text: Reg: Ch. 6.1, 6.2, 6.3 Hon: Ch. 5.1, 5.3


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SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.

Moderate

explain how chemists began to organize the known elements and how this organizational pattern changed over time.

identify the parts of the modern periodic table; for example, groups, periods, element classification, and group name.

use the periodic table and electron configuration to determine an element's number of valence electrons and its chemical and physical properties.

explain how chemical properties depend almost entirely on the configuration of the outer electron shell.

describe the information that can be displayed in a periodic table.

classify elements based on electron configuration.

atom electron periodic

table proton valence

electrons

alkali metal alkaline earth

metal anion atomic mass atomic number cation electronegative group halogen horizontal ionization

energy metalloids metals noble gas nonmetals period periodic law property periodicity row transition metal vertical

SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

High relate the electron configuration and

number of valence electrons of an atom to its location on the periodic table.

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Moderate

draw conclusions and make inferences based on patterns or trends in the periodic table.


21


The periodic table is arranged for convenience. Elements do not have properties. The properties of an element cannot be predicted. Elements whose names you are familiar with are always the most abundant on Earth

than those elements that you are unfamiliar with. When an element loses an electron is becomes negatively charged and when an

element gains an electron it becomes positively charged.

While it is important for students to know how the elements on the periodic table are organized and classified, it is not necessary for students to memorize specific elements in the periodic table, nor their specific characteristics.


o Compare/Contrast Table: cation vs. anion o Two-Column Chart: Periodic trends and Group trends

o peri – around o electro – electricity o non - not


Sample Question SC.912.P.8.5 An atom that has the following electron configuration: 1s22s22p63s23p63d54s2. What is this elements classification?

a. noble gas b. alkali metal c. transition metal d. alkaline earth metal

Sample Question SC.912.N.1.6 Dmitri Mendeleev left an opening between calcium and titanium when he developed his periodic table. What inference can be drawn that explains Mendeleev’s reasoning for leaving the opening?

a. Other scientists were working on the periodic table at the same time. b. The periodic law would not work unless there was that space in the table. c. Mendeleev knew there was an element named scandium that he wanted to place

there. d. Mendeleev predicted that new elements would be discovered and wanted to

allow a place for them in his periodic table.


UNIT 5: Chemical Bonding & Nomenclature

UNIT GOAL

Through inquiry and exploration, students will understand bonds hold elements together in specific ways to form new compounds that are then represented by specific chemical formulas and nomenclature.

Suggested Time Frame: 24 Days (11/7– 12/15)

Lesson Plans: Reg: 22-32; Hon: 23-31

Text: Reg: Ch. 7.2, 7.3, 8, 9; Hon: Ch. 6, 7


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G SC.912.P.8.6 Distinguish between bonding forces holding compounds together and

other attractive forces, including hydrogen bonding and van der Waals forces. Moderate

describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding.

compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds and how these bonds form.

use electronegativity to explain the difference between polar and nonpolar covalent bonds.

describe the relationship between atomic and molecular orbitals.

describe how VSPER theory helps predict the shapes of molecules.

attraction compound molecule valence

electron van der Waals

force

alcohol aldehyde alloy atomic orbital binary

compound bonding orbital carbonyl carboxyl chemical

formula covalent double bond electron dot

structure electronegative formula unit hydrogen

bonding hydroxyl intermolecular

force ionic ketone line diagram london

dispersion forces

monatomic ions nonpolar octet rule polar structural

formulas triple bond VSPER theory

SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. Moderate

describe how models are used by scientists to explain observations of nature.

explain how the use of models to show the bonding relationships between atoms has furthered our understanding of chemical bonding.

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SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. Moderate

classify and describe the structures of molecules and compounds based on formula representation.

write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl- NaCl) and molecular (O2, H2O) compounds.

predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions.

apply various models, such as Lewis structures and molecular models, for classifying and describing various molecule and compound structures.


23


Chemical bonds are physical structures holding atoms together (like the parts of a model). A molecule will have the same properties as the elements it is composed of. Empirical formulas and molecular formulas are the same thing. All molecules are bonded in a line and not three-dimensional structures. Subscripts indicate multiplication.

Students should understand the causes and effects of molecular polarity in order to better understand the properties of specific molecules.

While a teacher may need to discuss chemical formulas when discussing chemical bonding, the topic is covered more in depth in the next unit.

This may be a good time to review the properties of classes of elements from the previous unit so that students have a better understanding of how properties change due to bonding.

Students may become confused by standard rules of exponents that they have learned in math, stress that these same rules will not apply when discussing charges and polyatomic ions.


o Venn Diagram: cation vs. ion o Triangular Comparison Chart: covalent bond, ionic bond, hydrogen bond o Two Column Chart: common naming prefixes and their meaning

o oct – eight o di – two o poly – many o tri – three o mono - one



A chemist performs the same tests on two homogeneous white crystalline solids, solid A an solid B. The results are shown in the accompanying table.

What do the results of this test suggest? a. Both solid A and solid B contain only ionic bonds. b. Both solid A and solid B contain only covalent bonds. c. Solid A contains only covalent bonds and solid B contains only ionic bonds. d. Solid A contains only ionic bonds and solid B contains only covalent bonds.

Solid A Solid B

Melting Point High, 801°C Low, decomposes at 186°C

Solubility in H20 (grams per 100.0 g H2O at 0°C)

35.7 3.2

Electrical Conductivity (in aqueous solution) Good conductor Nonconductor


Scientific knowledge, like the various ways elements bond together to form compounds, is open to change. Which statement explains why our understanding of the bonding properties of elements has changed over time?

a. All scientific progress advances at a constant rate. b. When more scientists conduct experiments, scientific knowledge

changes. c. Scientists can re-examine past conclusions as more information is

gathered on a subject. d. Scientists add their own opinions on a subject in order to change

current understanding.

12/18 – 12/21: MIDTERM EXAM

SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

High

recognize that scientific explanations regarding the molecular and formula representations of molecules and compounds were continually subjected to change in the face of new evidence.


UNIT 6: Reactions

UNIT GOAL

Through inquiry and exploration, students will be able to characterize the various types of reactions, apply the law of conservation of mass to these chemical reactions and identify the factors that influence reaction rates.



Text: Reg: Ch. 11 ; Hon: Ch. 8


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SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-‐base, synthesis, and single and double replacement reactions. Moderate

classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.

predict products for certain types of chemical reaction based on the activity series for metals and halogens.

identify and describe the different types of chemical reactions, for example, describing the reactants and products of acid-base reactions.

employ use of reaction classification and the activity series for metals and halogens to predict if the reaction will transpire and what products form if the reaction does occur.

acid base catalyst concentration conservation

of mass enzyme nuclear

reaction product rate of

reaction reactant

activity series balanced

equation coefficient combustion decomposition double

replacement electrolysis formula

equation ionic equation precipitate reduction-

oxidation single

replacement synthesis

SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. Moderate

describe the reactant and products for different types of chemical reactions.

understand that products created from chemical reactions may have differing physical and chemical properties than the reactants from which they formed.

SC.912.P.10.12 Differentiate between chemical and nuclear reactions. Moderate

identify the characteristics of chemical and nuclear reactions.

describe how chemical reactions involve the rearranging of atoms to form new substances, while nuclear reactions involve the change of atomic nuclei into entirely new atoms.

identify real-world examples where chemical and nuclear reactions occur every day.

describe how chemical reactions differ from nuclear reactions in terms of the changes to the nucleus of an atom.

describe differences between a chemical and nuclear reaction in terms of energy, nuclear changes, and real world application.


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**SC.912.P.10.11 Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.

High

identify the three main types of radioactive decay and compare their properties.

explain the concept of half-life for an isotope (e.g. C-14 is used to determine the age of objects) and calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed.

recognize that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions due to the large amount of energy related to small amounts of mass by equation E=mc2.

SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. Moderate

classify chemical reactions and phase changes as exothermic (release thermal energy) or endothermic (absorb thermal energy).

justify a chemical process as either endothermic or exothermic from a potential energy diagram.

relate endothermic and exothermic to enthalpy.

identify and differentiate a chemical reaction/process as endothermic and exothermic through empirical evidence and thermochemical equations.

SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. High

balance chemical equations in order to calculate quantities of chemicals in reactions.

calculate and convert mass to moles to particles or a combination for compounds and molecules.

recognize one mole equals 6.02 x 1023 particles (atoms or molecules).

determine number of particles for elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an ideal gas at specified conditions of temperature and pressure.

use experimental data to determine percent yield, empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.



All chemical reactions are exothermic. Chemical reactions do not occur in everyday life. Changing the subscripts in one or more of the formulas can balance an equation

without changing the actual reactants and products. All decomposition reactions decompose a compound into its component elements. The law of conservation of mass applies to the moles or molecules of reactants and

products in a chemical reaction.

When learning to balance equations, it may be helpful to students to create a flowchart detailing the best way to accomplish the task.

When teaching chemical reactions, it may be a good idea to remind students that catalysts do not appear as a reactant in a chemical equation because they can be recovered or unchanged after the reaction.


o Two-Column Notes: Five types of reactions with representations o Concept Map: Types of chemical reactions

o syn – together o co – with o endo – within o exo – outside

SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

High

recognize that scientific questions, observations, and conclusions may be influenced by the existing state of scientific knowledge, the social and cultural context of the researcher, and the observer's experiences and expectations.

explain that much of the information gathered about chemical and nuclear reactions is due to the contributions made by scientists from various backgrounds, talents, and interests.


27



A partial activity series for various elements is shown below.

Activity Series Element Most Reactive Lithium Potassium Strontium Sodium Aluminum Zinc Chromium Cadmium Nickel Tin Lead Hydrogen Antimony Bismuth Copper Mercury Silver Palladium Platinum Least Reactive Gold

Based on this information, which reaction will proceed as written?

a. 2AgNO3 (aq) + Cd (s) 2Ag (s) + Cd(NO3)2 (aq) b. Sr(OH)2 (aq) + H2 (g) Sr (s) + 2H2O (l) c. SnSO4 (aq) + Cu (s) Sn (s) + CuSO4 (aq) d. 2AlCl3 (aq) + 3Pb (s) 2Al (s) + 3PbCl2 (aq)


A research team is composed of scientists with different talents, interests, and backgrounds in order to determine if the combustion reaction that takes place in a catalytic converter reduces the harmful gaseous pollutants produced in the reaction effectively. Which statement best characterizes this type of scientific team?

a. It is a disadvantage, due to different language communication problems. b. It is a disadvantage, due to disagreements that can impede progress and waste

time. c. It is beneficial, due to reducing costs involved to hire experts specializing in any

one field. d. It is beneficial, due to added and competing ideas which can lead to new

and effective ways of solving problems.


UNIT 7: Reaction Rates and Equilibrium

UNIT GOAL

Through inquiry and exploration, students will be able to characterize the various types of reactions, apply the law of conservation of mass to these chemical reactions and identify the factors that influence reaction rates.



Text: Reg: Ch. 17 & 18 Hon: Ch. 16 & 17


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SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction. High

describe rates of chemical reactions with respect to collisions between reacting particles and factors including, but not limited to:

o temperature o pressure o solvent concentration o solute concentration o sterics o surface area o catalysts

explain how the presence of a catalyst lowers the activation energy of a chemical reaction.

catalyst concentration conservation

of mass heat kinetic energy potential

energy product rate of

reaction reactant

activation energy

calorimetry collision theory endothermic enthalpy entropy equilibrium

constants exothermic heat capacity le Chatelier’s

principle law of

conservation of energy

rate law specific heat system thermochemistry

SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. High

create and identify the parts of a potential energy diagram of a chemical reaction from provided information, such as the energy of reactants, activation energy, & the absorbing or releasing of heat.

analyze and explain the potential energy diagram of a chemical reaction in terms of energy (reactants and products), activation energy, and the absorption or release of heat.

SC.912.P.12.13 Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates. High

identify equilibrium reactions. explain how reactions can occur at equal

rates in terms of the concentration of reactants and products remaining constant.

identify reversible reactions in terms of energy changes.

identify and explain the factors that affect the rate of dissolving (e.g., temperature, concentration, surface area, pressure, mixing).

explain that equilibrium is established when forward and reverse-reaction rates are equal.


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SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. Moderate

describe how to measure the change in enthalpy of a reaction.

recognize that matter can change state as energy is added or removed due to the movement of particles in a substance.

analyze and distinguish among energy transformations (for example, chemical to thermal).

explain how energy transformations follow the Law of Conservation of Energy.

**SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.

High

explain how the conservation of energy is important in chemical reactions with respect to the breaking and forming of chemical bonds during physical changes or phase transitions.

use calorimetry to illustrate the Law of Conservation of Energy.

**SC.912.P.10.8 Explain entropy’s role in determining the efficiency of processes that convert energy to work. High

recognize that there is a natural tendency for systems to move in a direction of disorder or randomness (entropy).

describe entropy as a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system.

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence. Plan, design and evaluate a scientific investigation. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probe-ware, meter sticks, microscopes, and computers) including set-up, calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others.

High











Chemical reactions always occur at the same rate. All chemical reactions are exothermic. Chemical reactions do not occur in everyday life. Temperature and heat are the same thing. Any reaction that does not involve a human may occur spontaneously. Nonspontaneous reactions form no products.

Make sure students know the importance of balancing equations prior to determining the solubility product constant.

Constant temperature and constant pressure are often misunderstood because they can often involve a change in temperature or pressure. Make sure that students understand that when such a process is complete, the products are brought back to the initial temperature and pressure.


o Cluster diagram: energy o Two Column Notes: Energy diagrams o Venn diagram: Heat of combustion vs. heat of formation

o syn – together o co – with o endo – within o exo – outside o thermo - heat



Which statement reflects ho changing the concentration of a substance in a chemical reaction affects the reaction rate?

a. More frequent collisions increase the reaction rate. b. Electrons freed from the reactants increase the reaction rate. c. Large amounts of absorbed energy decrease the reaction rate. d. The change in the reaction from endothermic to exothermic decreases the

reaction rate.


A student causes a reaction between vinegar and sodium bicarbonate. The reaction produced carbon dioxide gas, sodium acetate, and water. The student measures reactants and products throughout the experiment. Which step would be an appropriate part of a scientific experiment that uses SI units?

a. The student pours 50mL of vinegar into a glass beaker. b. The student collects 10m3 of released carbon dioxide gas. c. The student finds the weight of the water produced is 0.1 mg. d. The student measures out 2.0 ounces of the sodium bicarbonate.


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UNIT 8: Stoichiometry

UNIT GOAL

Through inquiry and exploration, students will understand the calculations required to determine quantities of reactants, products, and energy in a chemical reaction and how these calculations are evidence that mass and energy are conserved during all reactions.


Lesson Plans: Reg: 33-35; 39-41 Hon: 10, 11, 33-36; 41-46

Text: Reg: Ch. 10 & 12 Hon: Ch. 3.3, 7.3, 7.4


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SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. High

balance chemical equations in order to calculate quantities of chemicals in reactions.

explain how mole ratios are used in chemical equations.

calculate and convert mass to moles to particles or a combination for compounds and molecules.

recognize one mole equals 6.02 x 1023 particles (atoms or molecules).

determine number of particles for elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an ideal gas at specified conditions of temperature and pressure.

explain how the amount of product in a reaction is affected by an insufficient quantity of any of the reactants.

explain what the percent yield of a reaction measures.

use experimental data to determine percent yield, empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.

chemical change

compound conservation

of mass molecule mole mass physical

change

Avogadro’s number

conversion factor

element endothermic excess reagent exothermic limiting

reagent molar mass mole ratio particle percent yield stoichiometry theoretical

yield

MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Moderate

decide on the level of specificity of measurement data appropriate for a given measurement tool.

describe the quantities used to interpret a balanced chemical equation.

SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. Moderate

explain that similar investigations may result in the same outcome regardless of where in the world they are conducted.


33


Matter is created/destroyed during a chemical reaction. Moles follow the rules of math (i.e. 2 moles of H + 1 mole of O = 3 moles of H2O). Equations can be balanced by changing the subscripts in a formula. Mole ratio and mass ratio is the same thing.

Remind students of the importance of balancing an equation before beginning to work a reaction stoichiometry problem.

While it is important for students to understand the concepts of limiting and excess reactants, it is not required to calculate limiting and excess reactant problems.

Solution calculations (use of molarity) in stoichiometry is not required.


o Mnemonics: PEMDAS for the order of operations o Flowchart: Mass-Mass Conversion Steps

o endo – within o exo - outside



Given the reaction:

(NH4)2CO3 2NH3 + CO2 + H2O

What is the minimum amount of ammonium carbonate that reacts to produce 1.0 mole of ammonia?

a. 0.25 mole b. 0.50 mole c. 2 moles d. 17 moles


A student accurately weighed a sample of matter to be used in a chemical reaction. She then determined the mass of the sample from the weight of the sample. A second student from a different part of the country repeated the procedure at his location. Which statement best explains why the students should get the same answer for the mass of the sample?

a. The universal gravitational constant is the same at all locations. b. The mass of a given sample of matter is the same at all locations. c. The weight of a given sample of matter is the same at all locations. d. The pressure and ambient temperature is the same at all locations.


UNIT 9: Kinetic Molecular Theory

UNIT GOAL

Through inquiry and exploration, students will understand the relationship between temperature, volume and pressure and apply the gas laws where appropriate to predict the behavior of ideal gases.



Text: Reg: Ch. 13.1 & 14 Hon: Ch. 10.1 & 11


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SC.912.P.8.1 Differentiate among the four states of matter. Moderate understand how the unique

properties/behaviors of gases relate to the gas laws.

endothermic exothermic gas kinetic energy liquid plasma potential

energy solid

atmospheric pressure

Avogadro’s law

barometer boiling point Boyle’s law Charles’s law combined gas

law compressibility Dalton’s law of

partial pressures

diffusion effusion evaporation gas pressure Graham’s law Guy-Lussac’s

law ideal gas kinetic theory pascal partial

pressure pressure standard

pressure vacuum vaporization vapor pressure

SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. Moderate

use the kinetic-molecular theory to describe the behavior and kinetic energy of a molecule and compound during changes in temperature.

recognize that the internal energy of an object includes the energy of random motion of the object’ s atoms and molecules, often referred to as thermal energy.

SC.912.P.12.11 Describe phase transitions in terms of kinetic molecular theory. Moderate

identify graphical representations of solids, liquids, and gases based on structure, shape, and volume.

use the kinetic-molecular theory to describe phase changes of solids, liquids, and gases.

use phase diagrams of a substance to predict the phase of that substance with regard to changes in temperature, pressure, and energy.

SC.912.P.12.10 Interpret the behavior of ideal gases in terms of kinetic molecular theory. High

explain the behavior of an ideal gas using the molecular theory with regard to compression, expansion, diffusion, effusion, and partial pressures of gases.

apply the kinetic-molecular theory to predict and calculate the behavior of an ideal gas with regard to changes in volume, pressure, and temperature.

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. Low

describe the role of innovation and original thinking in developing questions about the world, planning and conducting an experiment, and coming to reasonable conclusions based on findings.


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Gases do not have mass. The behavior of a gas cannot be measured or predicted. The gas laws apply to real gases. Temperature calculations can be done in Kelvin, Fahrenheit, or degrees Celsius. Avogadro’s law applies to solids, liquids, and gases.

Students may have trouble remembering which laws/formulas to use for which situation. It may be a good idea to create a table that lists the name, formula, variables, constants, and classification (direct or inverse) for each of the laws.

Remind students to not confuse STP with the thermodynamic standard state conditions which was probably discussed with reaction energy.

Students are often unclear about whether gas law references to pressure refer to pressure exerted by the gas or pressure exerted on the gas. Teachers may want to make sure they point out that in most cases it is the same.


o Venn Diagram: Open system vs. Closed system o Concept Map: Ideal gas laws o Compare – Contrast Table: Gas Laws

o com – together o endo – within o exo – outside



How are the temperature and pressure of a contained gas affected when the average kinetic energy of its particles increases?

a. The temperature and pressure will increase. b. The temperature and pressure will decrease. c. The temperature will decrease and the pressure will increase. d. The temperature will increase and the pressure will decrease.


Avogadro suggested using the ratio of the densities of gases to determine the masses of the atoms in a compound. The chart below summarizes an example of this analysis.

Relative Density

Ratio of Density Values (N:H)

Ratio of Masses (N:H)

Avogadro’s Prediction of

Masses

Actual Masses from

Periodic Table

Nitrogen (N) 0.96913 13:1 13:1

The mass of nitrogen will be 13 times

that of hydrogen

14.007

Hydrogen (H) 0.07321 1.008

Which of these is a concept that provides the basis for using a density ration to predict the atomic mass?

a. Gases are easier to study than solids and liquids. b. Scientific explanations often require creative thinking. c. Quantitative measurements give results in a definite form. d. Density does not depend on the amount of matter present.


UNIT 10: Aqueous Solutions

UNIT GOAL

Through inquiry and exploration, students will understand the unique properties of water and how they contribute to the behavior of polar and non-polar molecules in solution.


Lesson Plans: Reg: 50 – 54; Hon: 51, 57-59

Text: Reg: Ch. 13.2, 15 & 16 Hon: Ch. 10.2, 10.5, 12 & 13

Next Generation Sunshine State Standards Complexity Level Students will be able to:

Content & Academic Language

FLDOE Other

AQ

UEO

US

SOLU

TIO

NS

SC.912.P.8.1 Differentiate among the four states of matter. Moderate

identify the factors that determine the physical and chemical properties of a liquid.

define evaporation in terms of kinetic energy.

differentiate among solutions, suspensions, and colloids.

dissolve evaporation concentration osmosis vapor

adhesion anhydrous aqueous

solution boiling point brownian

motion cohesion colloid concentration dilution emulsion Henry’s law hydrate molality molarity polarity saturated

solution solubility solute solution solvent surface tension suspension tyndall effect unsaturated

solution

SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. Moderate

describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding.

identify the factor that causes the high surface tension, low vapor pressure, and high boiling point of water.

describe the factors that affect the solubility of a substance.

calculate the molarity of a solution.

SC.912.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

Moderate

describe the properties of water at a conceptual and molecular level including

o hydrogen bonding o polarity o cohesive behavior o ability to moderate temperature o expansion upon freezing o versatility as a solvent

identify the types of substances that dissolve most readily in water.

describe how the colligative properties can be explained on a particle basis.

SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. Moderate

describe how information gathered from scientific investigations enables society to make decisions and recommendations concerning issues of importance, e.g. the purification of water to remove contaminants.


37


Evaporation only occurs when a substance is boiling. Water is the only solvent. All substances dissolve. When a substance dissolves, it is no longer there. Any bond involving hydrogen is a hydrogen bond. All solvents are liquids.

Because water is the most common solvent in aqueous solutions, when a problem does not identify the solvent the students should assume that it is water.


o Venn diagram: Solute vs. Solvent o Two-Column Notes: Properties of water

o co – with o un – not, against, opposite o ad – towards


Sample Question SC.912.L.18.12

Which ratio of solute – to – solvent could be used to prepare a solution with the highest boiling point?

a. 1g of NaCl dissolved per 100g of water b. 1g of Na Cl dissolved per 1000g of water c. 1g of C12H22O11 dissolved per 100g of water d. 1g of C12H22O11 dissolved per 1000g of water


Which of the following statements best describes how scientific knowledge routinely influences policy making?

a. Scientific knowledge influences policy makers by giving the absolute truth. b. Scientific knowledge influences policy makers by giving theoretical opinions. c. Scientific knowledge influences policy makers with ethical and moral solutions. d. Scientific knowledge influences policy makers with empirically-based

perspectives.


UNIT 11: Acids, Bases, & Equilibrium

UNIT GOAL

Through inquiry and exploration, students will understand how ion concentrations contribute to acidity/basicity and how acid-base reactions function.


Lesson Plans: Reg: 65-68 Hon: 74, 75, 78, 79, 81, 82

Text: Reg: Ch. 19.1, 19.2, 19.3, 19.4 Hon: Ch. 14.1, 14.3, 15.1, 15.2,

18.3


FLDOE Other

AC

ID-B

ASE

EQ

UIL

IBR

IUM

SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH. Moderate

use experimental data to illustrate and explain the pH scale to characterize acid and base solutions.

compare and contrast the strengths of various common acids and bases.

measure pH using various tools; for example, litmus paper pH indicators and pH probe.

use the hydronium and/or hydroxide ion concentration in solution to calculate pH.

acid base

amphoteric Bronsted-Lowry

theory buffer equilibrium hydronium ion hydroxyl ion lewis base neutral ph scale reversible titration

SC.912.P.12.13 Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates. High

identify equilibrium reactions. explain how reactions can occur at equal

rates in terms of the concentration of reactants and products remaining constant.

identify reversible reactions in terms of energy changes.

identify and explain the factors that affect the rate of dissolving (e.g., temperature, concentration, surface area, pressure, mixing).

explain that equilibrium is established when forward and reverse-reaction rates are equal.


identify and describe the different types of chemical reactions, for example, describing the reactants and products of acid-base reactions.

identify the point in a titration when neutralization will occur.

**SC.912.L.17.15 Discuss the effects of technology on environmental quality. Moderate

understand that chemicals play an important role in the laboratory and in industry.

explain that chemicals used in industry may impact environmental quality if not properly maintained and disposed of.


39

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Plan, design and evaluate a scientific investigation. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probe-ware, meter sticks, microscopes, and computers) including set-up, calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others.

High











If a substance causes burns, it is an acid. Increasing hydronium ions increases the pH value. All pH indicators work the same way. All neutralizations occur at a pH of 7. Strong and weak refer to the concentration.

Solutions may be used in a laboratory setting that can produce fumes, cause severe chemical burns, and irritate human tissues. Please make sure that proper laboratory safety and handling techniques are used during the duration of this unit.

It is helpful to correlate the common strong bases with the hydroxides of the group 1 metals and the heavier group 2 metals on the periodic table.


o Venn diagram: Bronsted-Lowry vs. Lewis o Two-Column chart: Acid & Base

o con – with


Sample Question SC.912.L.18.11

Which statement describes a solution with a hydroxyl ion concentration of 1 x 10-12 M?

a. The solution has a pH of 12 and is a weak acid. b. The solution has a pH of 2 and is a strong acid. c. The solution has a pOH of 2 and is a weak base. d. The solution has a pOH of 12 and is a strong base.


A science class breaks into 4 groups and tests the soil surrounding the school. After doing some research and creating a hypothesis, each group goes to an area that is 3m2 in size and tests the soil 4 different time within that square. The data collected is then placed into a table for everyone to see.

Test Results

Group Area Tested

pH Reading #1

pH Reading #2

pH Reading #3

pH Reading #4

A Courtyard 5.8 5.9 5.7 5.7

B Front Lawn 6.1 5.8 6.0 6.0

C Ball Field 6.2 6.1 6.0 5.9

D Near

Parking Lot

7.0 7.7 7.9 7.6

Four students draw the following conclusions from the data: Student 1 says that Group D’s data should be discarded because it is not similar enough to the others. Student 2 says that there must be something near the parking lot that causes the pH of the soil to be higher and that the class should design a new experiment to determine why. Student 3 says that there is definitely more magnesium ions in the soil near the parking lot and that is why the pH of the soil there is higher. Student 4 says that the pH of the soil in the ball field should be measured again because no two readings were identical.

Which student’s conclusion is scientifically valid based on the data in the table above?

a. student 1 b. student 2 c. student 3 d. student 4


41



UNIT 12: Oxidation-Reduction Reactions

UNIT GOAL

Through inquiry and exploration, students will understand the significance of oxidation-reduction reaction in living and non-living systems.


Lesson Plans: Reg: 70, 71, 73, 88 Hon: 83 - 85

Text: Reg: Ch. 20.1, 20.2, 21.1, 21.3 Hon: Ch. 19.1, 19.3, 20.2, 20.3

Next Generation Sunshine State Standards Complexity Level Students will be able to… Content & Academic Language

FLDOE Other

OX

IDA

TIO

N-R

EDU

CTI

ON

REA

CTI

ON

S


describe what happens to a substance that undergoes oxidation and a substance that undergoes reduction.

describe the role of an oxidizing agent in a redox reaction.

explain how the presence of salts and acids accelerates the corrosion of metals.

state the general rule for assigning oxidation numbers.

balance a redox reaction using half-reactions.

abiotic biotic chemical

reaction

agent half-reaction oxidation

number reduction-

oxidation

**SC.912.P.8.10 Describe oxidation-‐reduction reactions in living and non‐living systems. Moderate

identify the substance(s) losing and gaining electrons in oxidation-reduction reactions.

discuss voltaic cells, various types of batteries, electrolysis of water, smelting and purification of metals, electrolysis of brine versus molten NaCl, neutralization reactions, electrolytic cells, and living systems (photosynthesis and cellular respiration).

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

High

assess the credibility/reliability of sources according to the strict standards of science, including controlled variables, sufficient sample size, replication of results, empirical and measurable evidence, and the concept of falsification.


43


An element has the same oxidation number for every compound it forms. The half-reaction method for balancing redox reactions is more useful than other methods because it can be applied to a wide range of reactions that occur in both acidic and basic solutions.


o Venn diagram: Oxidation vs. Reduction o re – again



Given the reaction: 3Cl2 + 6NaOH 5NaCl + NaClO3 + 3H2O

What type of reaction does Cl2 undergo?

a. oxidation b. reduction c. both oxidation and reduction d. neither oxidation nor reduction


A scientist is conducting before beginning an experiment. He is researching articles in order to form a hypothesis. What type of article would seem most credible as a source of information?

a. An article with no references supporting its research or the claims it makes. b. An article that does not cite other authors who have done similar research in

the field. c. An article that is on the website of an internationally recognized research

institute. d. An article in which the author insults scientists who have good reputations in the

scientific community.


UNIT 13: Organic Chemistry**

UNIT GOAL

Through inquiry and exploration, students will understand carbon chemistry by studying the structure, characteristics, and uses of organic compounds.

Suggested Time Frame: Hon: 5 Days (5/14 – 5/18)

Lesson Plans: Reg: 74-78; 89-92; Hon: 86-92

Text: Reg: 22, 23; Hon: 22.1, 22.3


FLDOE Other

OR

GA

NIC

CH

EMIS

TRY

**SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of carbon compounds possible. Moderate

explain how the bonding characteristics of carbon lead to a large variety of structures ranging from simple hydrocarbons to complex polymers and biological molecules.

compound molecule monosaccharide polysaccharide

alcohol aldehyde alkane alkene alkyl groups amines carbonyl carboxyl elimination

reactions ethers formula functional

groups hydrocarbon hydroxyl isomers ketone natural gas nomenclature nucleotide organic petroleum polymer protein saturated substitution

reactions sugar

**SC.912.P.8.13 Identify selected functional groups and relate how they contribute to properties of carbon compounds. High

recognize functional groups in structural formulas of carbon molecules (e.g. sugars, proteins, nucleotides, amino acids, hydroxyl groups which form alcohols, carbonyl groups which form aldehydes / ketones, carboxyl groups which form carboxylic acids, etc.).

**SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability. Moderate

relate the chemical processes involved in the production of natural resources to the environmental implications of overuse and sustainability.

describe the chemical processes involved in biogeochemical cycles.

SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. Moderate

describe how information gathered from scientific investigations enables society to make decisions and recommendations concerning issues of importance.

**SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

High

identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.

discuss ethics in scientific research to advance society (e.g. global climate change, historical development of medicine and medical practices.


45


Organic molecules are two-dimensional structures. Enzymes are a different type of macromolecule. Ozone exists in large quantities in the atmosphere.

Using models will help students to visualize many of the concepts within this unit. Point out to students that when drawing a structural formula, it is important to write

the longest hydrocarbon sequence first.


o Concept Map: Organic Compounds o Two-Column Notes: Functional Groups & Structures

o poly- more than one; many or much o mono- one o di- two



Which statement explains why the element carbon forms so many compounds?

a. Carbon atoms combine readily with oxygen. b. Carbon atoms have very high electronegativity. c. Carbon readily forms up to 6 ionic bonds with other molecules. d. Carbon readily forms covalent bonds with other carbon atoms.


Chlorofluorocarbons (CFCs) are man-made chemicals that were once used by manufacturers in the production of consumer products such as refrigerators, Styrofoam, and hairspray aerosols. Researchers discovered that CFCs can react with ozone, a substance that forms a protective layer in Earth’s atmosphere against solar radiation. In the 1990’s, this discovery, along with additional evidence, caused governments around the world to begin banning the use of CFCs.

What evidence most likely impacted the government’s decisions to ban the use of CFCs?

a. surveys showing decreases in CFC use in consumer products b. observations indicating decreases in ozone levels in the atmosphere c. research expecting increases in the development of CFC alternatives d. mathematical models predicting increases in atmospheric ozone production

5/29 – 6/1: FINAL EXAM

UNIT 14: Human Growth and Development

UNIT GOAL

Students will comprehend concepts related to health promotion and disease prevention to enhance health, analyze internal and external influences on health behaviors, and demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks.


Lesson Plans: See Blender

Text: Materials on Blender

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SCOPE 2017 - 2018 Chemistry I - SDPBC Web CMS · 2 2017 – 2018 | Chemistry I: ... Department of K12 Curriculum KEY COMPONENTS OF THE SCOPE ... the unit A sample assessment question