Chemistry Curriculum for Parents - English and Spanish

Benjamin O. Davis High School

Aldine Independent School District

WHAT YOUR CHILDREN ARE LEARNING THIS YEAR IN HIGH

SCHOOL CHEMISTRY:

Complete Curriculum Guidebook for Parents

Jill Thompson

7/3/2014

Dear Parents,

I hope this letter finds you well. It has come to our attention in the science department of Davis High School that many of you have expressed interest in your student’s chemistry curriculum. I understand that the benchmarks and standards you have been directed to may seem as if they are in another language. I have compiled for you our yearlong learning plan complete with the Texas Essential Knowledge Standards each student will meet. Along with the standard, I have included a clarifier as to exactly what this means in the science classroom. Therefore, in this document, you will find both what standards your student(s) will meet and what they will do in order to meet them. As for the scientific jargon, I have made it as simple as I possibly can without writing a textbook to explain these things. My hopes are that your son or daughter can come home from school and teach you about what they learned! I have divided the document into quarters, which tends to make it less overwhelming. As you may know, we are currently nearly finished with the 3rd quarter of this school year.

My hopes are that this document will give you a better idea as to what your student(s) are learning and what they are doing to learn it. Although this document does not contain a yearlong lesson plan containing projects and assignments your student(s) will complete to reach these standards, you can feel at rest knowing that I and our science department are hard at work planning and implementing learning cycles in our classroom. A learning cycle is an inquiry based way of teaching science. We prefer and use the 5E Model: Engage, Explore, Explain, Evaluate, Elaborate. This model is a great way to teach science, and offers students to be engaged and explore any given concept before they read about it or are taught about it, allowing them to form their own unique idea about the concept in their mind. This results in much deeper learning for the student, and will, in return, help them to remember things more easily and allow them to excel on their standardized exams. To see these lesson plans, you can look at my website: ___________. It is updated weekly to show what standards we are working on and how we are meeting those standards with the learning cycle lesson plan attached.

The setup of this document is as follows: First I have added a complete list of vocabulary students are expected to know in each quarter. After a long list of vocabulary, you can see the TEKS (Texas Essential Knowledge and Skills) listed. These may seem foreign and difficult to read but they must be included. I have also listed the College Readiness Standards met by our class. After the TEKS, I have listed all clarifiers, or, what we specifically are learning in the classroom to meet these standards. The way we have listed these tell what students will be able to do by the

end of individual units. The way they learn these standards and objectives are through learning cycles which I’ve mentioned above.

The purpose of this document combined with my website explaining specific lesson plans is to help you understand what your student(s) are learning and how this leads to deeper learning. Please read over this document, and come to me with any questions or concerns you may have. You can reach me by phone, email, of course any time at our school. Have a great day and take care.

Sincerely,

Jill Thompson

Davis High School Chemistry and Biology Teacher12525 Ella BoulevardHouston, TX [email protected]: 641-832-8240

To download this document in Spanish, click here.

mailto:[email protected]

Estimados padres de familia,

Espero que esta carta te encuentres bien. Ha llegado a nuestra atención en el departamento de ciencia de la Davis High School que muchos de ustedes han expresado su interés en el currículo de la química de su estudiante. Yo entiendo que los puntos de referencia y las normas que se han dirigido a puede parecer como si estuvieran en otro idioma. He recopilado para usted nuestro plan de aprendizaje un año completo con los Estándares de Conocimiento Esenciales de Texas cada estudiante se reunirá. Junto con la norma, he incluido un clarificador en cuanto a exactamente lo que esto significa en el aula de ciencias. Por lo tanto, en este documento, se encuentra tanto en lo estándares que su estudiante (s) se reunirá y lo que va a hacer con el fin de reunirse con ellos. En cuanto a la jerga científica, he hecho que sea tan simple como sea posible sin necesidad de escribir un libro de texto para explicar estas cosas. Mis esperanzas son que su hijo o hija puede volver a casa de la escuela y enseñar acerca de lo que han aprendido! He dividido el documento en cuatro partes, que tiende a hacer que sea menos abrumador. Como ustedes saben, estamos a punto de terminar con el tercero trimestre de este año escolar.

Mis esperanzas son que este documento le dará una mejor idea de lo que su hijo (s) están aprendiendo y lo que están haciendo para aprenderlo. Aunque este documento no contiene un plan de clase un año de duración que contiene proyectos y tareas a su estudiante (s) completará para alcanzar estos estándares, se puede sentir en descanso sabiendo que yo y nuestro departamento de ciencias son difíciles en la planificación del trabajo y la aplicación de ciclos de aprendizaje en el salón de clases . Un ciclo de aprendizaje es una forma basada en la investigación de la ciencia de enseñanza. Preferimos y utilizar el modelo 5E: Engage, Explorar, Explicar, Evaluar, elaborado. Este modelo es una gran manera de enseñar la ciencia, y ofrece a los estudiantes a comprometerse y explorar cualquier concepto dado antes de leer acerca de ello o se les enseña sobre el tema, lo que les permite formar su propia idea única sobre el concepto en su mente. Esto se traduce en el aprendizaje mucho más profundo para el estudiante, y, a cambio, les ayudan a recordar cosas con mayor facilidad y les permite sobresalir en sus exámenes estandarizados. Para ver estos planes de estudio, se puede ver en mi página web: ___________. Se actualiza semanalmente para mostrar cuáles son las normas que estamos trabajando y cómo estamos cumpliendo con estas normas con el plan de lección ciclo de aprendizaje adjunto.

La puesta en marcha de este documento es la siguiente: En primer lugar, he añadido una lista completa de los estudiantes se espera de vocabulario para saber en cada trimestre. Después de una larga lista de vocabulario, se puede ver los TEKS (Texas Essential Knowledge y Skills) en la lista. Esto puede parecer extraño y difícil de leer, pero que deben ser incluidos. También he hecho una lista de las Normas de Preparación

Universitaria cumplidos por nuestra clase. Después de los TEKS, he enumerado todos los clarificadores, o, lo que específicamente están aprendiendo en el salón de clases para cumplir con estas normas. La forma en que hemos enumerado éstos dicen lo que los estudiantes serán capaces de hacer al final de las unidades individuales. La forma en que aprenden estas normas y objetivos son a través de ciclos que he mencionado más arriba de aprender.

El propósito de este documento combinado con mi página web que explica los planes de lecciones específicas es para ayudarle a entender lo que su hijo (s) están aprendiendo y cómo esto conduce a un aprendizaje más profundo. Por favor, lea este documento, y venid a mí con cualquier pregunta o preocupación que usted pueda tener. Puedes contactarnos por teléfono, correo electrónico, por supuesto cualquier momento en nuestra escuela. Que tengan un buen día y cuidar.

Atentamente,

Jill Thompson

Davis High School Química y profesor de biología12525 Ella BoulevardHouston, TX [email protected]: 641-832-8240

Para descargar este documento en español, haga clic aquí.

mailto:[email protected]

FIRST QUARTER: Introduction to Chemistry

Vocabulary we will learn: affinity, alkali, alkaline, atomic, Atomic theory, Average atomic mass, Bohr, bond, combustible, compressibility, configuration, corrosive, covalent, difference, ductile, earth, electron, electronegativity, endothermic, energy, enthalpy, entropy, EPA, exothermic, experiment, extensive, flammable, foil, Frequency, gases, gold, halogens, hazardous material, Heat of Formation, Heat of Reaction, heat, Heisenberg’s Uncertainty Principle, Hertz, Hess’s Law, Hund’s rule, inert, intensive, ionic, ionization, isotope, Kelvin, kinetic, Law of Conservation of Energy, level shape, Lewis dot, light, luster, malleable, metalloids, metals, mole, molecular, molecules, noble, Noble gas configuration, nonmetals, non-polar, Octet rule, Orbital notation or configuration, OSHA, oxidation, Pauli’s exclusion principle photon, Plank’s Constant, Plum Pudding Theory, polar, products, property, Quantum numbers radioactive, radius, reactive, ring, second, Speed of light, Spin Aufbau principle, sublevel, tarnish, theory, Thermal energy, transition, Valence electron, wavelength

Texas Essential Knowledge and Skills Standards met this quarter:

Scientific Processes TEKS (1) A-B, (2) A-E, (3) A-F)

The student, for at least 40% of instructional time, will conduct laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

The student will use the scientific method to solve investigative questions.

The student will use critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

(4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:

(A) differentiate between physical and chemical changes and properties

(B) *identify extensive and intensive properties(C) *compare solids, liquids, and gases in terms of compressibility,

structure, shape, and volume(D) Classify matter as pure substances or mixtures through

investigation of their properties.

(5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:

(A) explain the use of chemical and physical properties in the historical development of the Periodic Table;

(B) use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and

(C) Use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy.

(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:

(A) understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;

(B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

(C) calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light;

(D) use isotopic composition to calculate average atomic mass of an element; and

(E) Express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.

(11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:

(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;

(B) understand the law of conservation of energy and the processes of heat transfer

CRS: College Readiness StandardsVII ChemistryA. Matter and its propertiesB. Atomic StructureC. Periodic TableD. Chemical Bonding

What we are learning in the classroom to meet standards:

• The students will be able to read an MSDS.• The students will know how to dispose of chemicals and what health

and safety precautions they should take.

• The students will be able to read and use a graduated cylinder, triple beam balance, thermometer, metric ruler, and other appropriate equipment.

• The students will be able to interpret data for accuracy and precision. • The students will be able to use lab equipment and to make accurate

measurements. The students will be able to identify and use all glassware, such as a beaker, Florence flask, Erlenmeyer flask, burette, pipette, graduated cylinder, and test tube. The students will also know how to use a Bunsen burner and a hot plate.

• The students will be able to make conversions within the metric system. The students in regular classes will convert between kilo- to milli-. The students in pre-AP and AP classes will have to convert between tera- to pico-.

• The students will be able to apply the rules of significant figures when solving chemical problems. Students will be able to solve problems involving multiplication and division (using the least amount of significant figures). The students will also solve addition and subtraction problems using the least decimal place. (This concept must be spiral reviewed consistently for EOC).

• The students will be able to classify substances as pure or mixtures based on their properties and investigations. The students will be able to distinguish between elements, compounds, heterogeneous and homogeneous mixtures. The students will also know how to separate mixtures (ex: filtration and chromatography).

• The students will be able to perform conversion problems within the metric system using dimensional analysis and significant figures.

• The student will be able to predict chemical / physical properties and changes by analyzing characteristics and through laboratory investigations including exothermic / endothermic, extensive / intensive properties, density, viscosity, buoyancy. The students will distinguish between physical properties (ex. density, buoyancy, viscosity, melting point, and boiling point) and chemical (ability to react and combustibility). The students will perform density problem calculations. The student will know that chemical changes create new substances and physical changes do not.

• The students will be able to identify families, periods, metals, nonmetals, and metalloids. The students will be able to identify the groups, such as alkali metals, alkaline earth metals, transition metals, halogens, and noble gases.

• The student should be able to describe the contributions to chemistry from Democritus, Dalton, Rutherford, Thomson, Mendeleev, Mosley, and Bohr. (Democritus named the atom. Dalton was the father of

chemistry and atomic theory. Rutherford performed the gold foil experiment discovering the existence of protons. Thomson developed the cathode ray tube discovering the existence of electrons. Mendeleev developed the periodic table with masses. Mosley developed the periodic chart with atomic numbers and Bohr developed the Bohr atomic model).

• The students will be able to predict the number of electrons, protons, neutrons, number of mass, and/or atomic number of any given chemical element. The students will be able to calculate the average atomic mass, given the percent abundance and masses of the isotopes in nature.

• The students will be able to distinguish between the states of matter using their physical properties, the KMT, and their thermal energies.

• The students will know how to distinguish between solids, liquids, and gases. The students will know how their molecular structures are arranged and move.

• Students will be able to predict the number of valence electrons for the different groups of the periodic table.

• Students will be able to identify, predict, and make inferences utilizing the periodic trends (ionization energy, electron affinity, electronegativity and atomic radii) of elements in the Periodic Table. Student will be able to compare the atomic trends (ionization energy, electron affinity, electronegativity, and atomic radii) of any two elements on the periodic table.

• Student will be able to identify types of bonds based on electronegativity difference (1.70 and above = ionic bond, 1.69 to .3 = polar covalent, and .29 and below is nonpolar covalent bond. and location on the periodic table (metal, non-metal).

• Students will be able to identify metallic bonds• The students will be able to know why a molecule is polar or non-

polar. The students will be able to discuss why water’s polarity makes it a good solvent.

• The students will be able to show the electron orbitals of the elements by various methods to include electron configuration, noble gas configuration, orbital notation, Lewis dot diagrams for all elements, and Bohr models for the first twenty elements.

SECOND QUARTER:

Vocabulary we will learn: acids, alloy, alpha ,anion, bases, beta, cation, coefficient, combustion conductor, decay, decomposition, diatomic molecule, double replacement , Electron dot structure, electroplating, gamma, half reaction, ion, Ionic compounds, Law of conservation of Mass, linear, metallic bond, molecular compounds, molecule, monatomic ion, negatron, neutron, non-polar molecule, octahedral, Octet rule, oxidation, oxidation number, oxidize substance, oxidizing agent, planar, polar molecule, polyatomic ion, positron, predict, products, radiation, radioactivity, reactants, redox reaction, reduced substance, reducing agent, reduction, single replacement, subscript, synthesis, tetrahedral, trigonal planar, trigonal pyramidal, yields






(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The student is expected to:

(A) name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules

(B) write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases.

(C) construct electron dot formulas to illustrate ionic and covalent bonds.

(D) *describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. a. And *predict molecular structure for molecules with linear,

trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.

(8) The student can quantify the changes that occur during chemical reactions. The student is expected to

(D) use the law of conservation of mass to write and balance chemical equations.

(10) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:

(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions.

(12) Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to:

(A) *Describe the characteristics of alpha, beta, and gamma radiation;(B) Describe radioactive decay process in terms of balanced nuclear

equations; and (C) *compare fission and fusion reactions.

CRS: College Readiness StandardsVII Chemistry D. Chemical BondingE. Chemical ReactionsF. Chemical Nomenclature


• The students will be able to read chemical labels and identify the type of substance they have.

• The students will be able to write a complete lab report without cues.• The students will make inferences on data both recovered inside and

outside of class. The students will be able to apply the scientific method in reference to current events.

• The students will be able to read and use the graduated cylinder, triple beam balance, thermometer, metric ruler and other appropriate equipment.

• The students will be able to differentiate between ionic bonds, covalent bonds, and metallic bonds through their properties.

• The students will know how to write/name ionic and molecular compounds. Student will know how to obtain oxidation numbers and write ionic and molecular formulas.

• The students will be able to recognize diatomic molecules. The student will know that the seven diatomic molecules are bromine, fluorine, iodine, oxygen, nitrogen, chlorine, and hydrogen.

• The students will be able to name binary and ternary acids. The students will recognize the difference in the naming system for acids and bases (as an ionic compound).

• The students will know the molecular geometries using VSEPR (bent, linear, trinomial planar, tetrahedral). The students will be able to distinguish the following geometric shapes of the VSEPR Theory (bent, linear, trigonal planar, tetrahedral, octahedral).

• The students should know the differences in the physical and chemical properties associated with ionic, covalent, and metallic bonding (conductivity, malleability, melting point, etc).

• The students should be able to distinguish between the different types of reactions (synthesis (A +B AB), decomposition (AB A + B), single-replacement (A+BC AC + B), double replacement (AB + CD AD + CB) and combustion (CxHy + O2 CO2 + H2O).

• The students will be able to balance chemical equations using the Law of Conservation of Mass.

• The students will be able to predict the products for the types of reactions. The students will recognize that synthesis and decomposition of carbonates will result in the production of metal oxides and carbon dioxide, that chlorates will decompose into metal chlorides and oxygen, that hydroxides will decompose into metal oxides and water, and that binary compounds will decompose into metals and nonmetals or nonmetals and nonmetals. The students will recognize that single replacement reactions must use an activity series chart to determine if the reaction will occur. The students will remember metals replace metals and nonmetals replace nonmetals.

• The students will know how to use the “Activity Series” to determine whether or not a single replacement reaction will occur.

• The students will differentiate between oxidation and reduction and write half-reactions. The students will be able to predict what are the oxidized and reduced substances and the oxidizing and reducing agents. Students will be able to set up half-reactions.

• Student should be able to differentiate between alpha, beta, and gamma and balance nuclear equations. Students should know that the alpha particle is the helium nucleus and can be blocked with a sheet of paper, beta particles is an electron and can be blocked with a block of wood and gamma is a ray and can be blocked with several layers of lead.

• Student should compare and contrast fission and fusion reactions. Students should know that fusion is the combining and fission is the splitting apart of the nucleus.

THIRD QUARTER:

Vocabulary we will learn: Agitation, actual value, aqueous solution, atm, atom, Avagadro’s number, Boyle’s Law, Charles’ Law, Coefficients, Combined Gas Law, concentration, Dalton’s Law of Partial Pressure, dilute, electrolytes, Dilution, electroplating, Empirical formula, excess reactant, formula mass, formula unit, gas, Gay-Lussac’s Law, gram, half reaction, hydrogen bond, Ideal Gas Law, Insoluble, Kelvin, Kinetic energy, Kinetic, molecular theory, KPA, Law of conservation of Mass, Limiting reactant, liquid, mmHg, Molar mass, molarity, mole, mole ratios, molecular formula, molecules, non electrolytes, oxidation, oxidation number, oxidize substance, oxidizing agent, particle, percent composition, percent yield, polar, precipitate, pressure, product, ratio, reactant, redox reaction, reduced substance, reducing agent, reduction, saturated, solid, solubility rules, soluble, solute, solvent, standard pressure, standard temperature, stock solution, stoichiometry, STP, subscript, supersaturated, surface area, temperature, theoretical value, Torr, unsaturated, vapor pressure






(8) Science concepts. The student can quantify the changes that occur in chemical reactions. The student is expected to:

(A) *define and use the concept of a mole.(B) use the mole concept to calculate the number of atoms, ions, or

molecules in a sample of material.(C) *calculate percent composition and empirical and molecular

formulas.

(E)*perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.

(9) Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to:

(A) describe and calculate the relation between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law.

(B) *perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. And

(C) *describe the postulates of kinetic molecular theory.


(A) *describe the unique role of water in chemical and biological systems.

(B) develop and use general rules regarding solubility through investigations with aqueous solutions.

(C) *calculate the concentration of solutions in units of molarity.(D) *use molarity to calculate the dilutions of solutions.(E) distinguish between types of solutions such as electrolytes and

nonelectrolytes and unsaturated, saturated, and supersaturated solutions.

(F) investigate factors that influence solubility and rates of dissolution such as temperature, agitation, and surface area.

(A) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions.

CRS: College Readiness StandardsVII Chemistry G. The mole and stoichiometryI. Properties and behaviors of gases, liquids, and solids


• The students will be able to read an MSDS• The student will know how to dispose of chemicals and what health

precautions they should take. The students will be able to know safety precautions of working with acids.

• The students will perform gas stoichiometry by manipulating quantities with correct mathematical procedures and significant figures.

• The students will be able to apply gas stoichiometry with respect to the environment (an example would be sulfur dioxide and water changing into sulfuric acid).

• The students will be able to calculate formula mass, molar mass, formula units, percent composition. convert between moles, mass, and

particles, volume at STP. The students will be able to use the periodic table to solve for formula mass and molar mass of elements and compounds using the mathematical procedures. They will be able to use formula mass and molar mass to solve for the percent composition of an element in a compound. The students will also use dimensional analysis to convert chemistry units: moles, atoms, particles, formula units, and molecules. mass and volume at STP.

• The students will be able to use dimensional analysis to perform stoichiometric calculations as well as to determine limiting vs. excess reactants. The students will perform mass-mass, mole-mole, mole-mass, mass-mole, volume-volume, mass-volume and volume to mass calculations. The students will also solve limiting and excess reactant problems, how much excess is left over, and how much product is formed after solving for the limiting reactant. The students will solve for percent yield.

• The students will be able to describe conceptually and mathematically how to solve for the gas laws (Boyle’s Charles’s, Combined, Dalton’s, and Ideal Gas Law). The students will solve for Boyle’s law using the V1P1 = V2P2 , Charles’s Law using V1/T1 = V2/T2 , Gay-Lussac’s law using P1/T1 = P2/T2, Combined Gas Law using V1P1/T1 = V2P2/T2, Ideal Gas Law using PV=nRT. M= mRT/PV. M=DRT/P, and Daltons Law of Partial Pressures using Ptotal= P1+P2+P3….

• The students will be able to calculate the concentration of a solution (molarity / Dilution). The students will be able to use the molarity formula M = moles/Liter to solve for the concentration of a substance in a fixed volume of solvent. The students will be able to algebraically manipulate the dilution formula (M1V1 = M2V2) to solve for any variable in the expression if given the other three variables.

• The students will be able to distinguish between saturated, unsaturated, and supersaturated solutions. The students will be able to conceptually understand that concentration is used to determine if a solution is saturated or unsaturated. The students will be able to describe how a supersaturated solution is created based on the manipulation of the solvent (heating, stirring, and adding energy to the solvent).

• The students will be able to determine if a precipitate will form using the solubility rules. The students will be able to use solubility rules and the reactivity series to determine if the components of a reaction are soluble or insoluble. The students will be able to determine if a precipitate forms based on solubility rules. The students will perform a comparison lab with having students compare results from a solubility lab to the rules.

• The students will be able to determine what factors affect the solubility of a solute (such as when gases and liquids are used as a solvent). The students will know what pressure, temperature, gram, and surface area means when dissolving solutes in solvents.

FOURTH QUARTER:

Vocabulary we will learn: Antilog, Arrhenius Acid, Arrhenius Base, Bronsted acid, Bronsted Base, calorie, calorimeter, concentration, conjugate acid, conjugate base, endothermic, endothermic, energy, enthalpy, entropy, exothermic, H+ concentration, Heat gained, heat lost, Heat of formation, Heat of fusion, Heat of reaction, Heat of vaporization, heat, Hess’s Law, Hydronium, Joule, Kelvin, Kilocalorie, Kinetic energy, Law of conservation of Energy, Law of conservation of energy, Lewis acid, Lewis Base, Log, Neutralization reaction,OH- concentration, pH scale, pH, pOH, potential energy, products, reactants,salt, specific heat, strong acid, strong base, temperature, thermal energy, titration, weak acid, weak base







(G) *define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water.

(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions.

(I) *define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution. and

(J) *distinguish between degrees of dissociation for strong and weak acids and bases.

(11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:

(A) *understand energy and its forms, including kinetic, potential, chemical, and thermal energies.

(B) *understand the law of conservation of energy and the processes of heat transfer.

(C) use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic.

(D) *perform calculations involving heat, mass, temperature change, and specific heat. And

(E) *Use Calorimetry to calculate the heat of a chemical process

CRS: College Readiness StandardsVII ChemistryH. Thermochemistry


• The students will be able to read an MSDS • The students will be able to know how to dispose chemical what

health precautions they should take• The students will be able to know safety precautions of working with

acids.• The student will be aware of the affects of acid rain. Students should

know through air pollution sulfuric acid is involved.• The students will be able to use and interpret pH meters, litmus

paper, phenolphthalein indicator, and bromothymol blue indicators.• The students will perform titrations using phenolphthalein as the

indicator.• The students will distinguish, compare and contrast Arrhenius,

Bronsted-Lowry, and Lewis definitions of acids and bases.• The students will know how to calculate pH, pOH, [H+ ] and [OH-].

The students will know the following formulas:pH -log[H+], pOH = -log[OH-], [H+] = 10-pH, and [OH-] = 10-pOH.

• The students will use probe ware to track temperature changes for endothermic and exothermic reactions.

• The students will distinguish degrees of dissociation between strong and weak acids and bases.

• The students will be able to name and write formulas for acids and bases. Students will be able to use nomenclature rules to name acids and bases.

• The students will understand that the polar nature of a water molecule determines water’s properties (solvent abilities, hydrogen bonding, crystal lattice, and adhesion).

• The students will distinguish between electrolytes and non-electrolytes. The students will utilize the oxidation number /charge/polarity of elements, compounds, and ions.

• The students will interpret and relate the phase change graph/phase change diagrams to changes in kinetic energy and potential energy. The students will be able to identify solids, liquids, gases, melting point, boiling point, and areas of phase changes.

• Students will work with the heat equations solving for various variables. Q = heat, m = mass, cp = specific heat, T = temperature. The student will also calculate energy from solid to vapor phase using heat of fusion and the heat of vaporization.

• The students will know that bond breaking is endothermic and bond formation is exothermic in relation to chemical reactions.

• The students will distinguish between heat and temperature• The students will know how to calculate heat of the reaction (using H

as the symbol for enthalpy). The students will also calculate heat of formation.

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