Chemistry I Pacing Guide - Michigan City Area Schools · MCAS Chemistry I Pacing Guide 3 c) Students will be able to use balanced equations and conversion factors to determine moles,

MCAS Chemistry I Pacing Guide 1

Essential OutcomesChemistry I Pacing Guide

1) The properties of matter can distinguish the types of matter. Energy is required to change matter. (Standard 1, 2 Core Standard 1,2, 3)

Learning Goals:a) Students will understand and be able to explain how physical properties can be used to differentiate among pure

substances; solutions, and heterogeneous mixtures. (1.1)b) Students will be able to identify chemical and physical changes in matter. (1.2, 1.26)c) Students will understand that Antoine Lavoisier determined a quantitative method for measuring matter in

demonstrating the Law of Conservation of Mass. (2.1, 2.2)

2) Positions of elements on the Periodic Table are related to subatomic particles in the atom. (Standard 1, 2 Core Standard 1, 2, 3)Learning Goals:

a) Students will understand and be able to explain how the subatomic particles fit together in atoms by recognizing thecontributions to Atomic Theory by Dalton, Thomson, Rutherford, and Bohr. (1.32, 2.3)

b) Students will be able to calculate the numbers of protons, neutrons, and electrons from the Periodic Table. (1.33, 1.34)c) Students will be able to recognize and give examples of isotopes. (1.32)d) Students will use the Periodic Table to investigate properties of atoms and ions. (1.33, 1.34)e) Students will understand and be able to explain how electromagnetic attractive forces within and between

substances determine their physical state. (1.34, 1.35)


3) Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond,the formula, and the name of the compound formed. (Standard 1 Core Standard 1, 2, 3, 4, 5)

Learning Goals:a) Students will be able to understand and predict how electrons are shared in forming covalent bonds. (1.28, 1.29, 1.36)b) Students will understand, explain, and predict how ions can be formed leading to the formation of ionic bonds. (1.29,

1.36)c) Students will be able to name compounds from formulas, write formulas from compound names. (1.6, 1.7, 1.9, 1.27)d) Students will understand and be able to explain how electromagnetic attractive forces within and between

substances determine their physical state. (1.34, 1.35)

4) General reaction classification enables predicting products from reactants. A balanced chemical equation follows the law ofconservation of mass. (Standard 1, 5 Core Standard 1)

Learning Goals:a) Students will understand and be able to demonstrate the Law of Conservation of Mass using balanced chemical

equations. (1.9, 1.12, 1.13)b) Students will understand and be able to explain that catalysts are highly effective in encouraging the interaction of

other atoms and molecules. (1.21)c) Student will recognize and describe that heat transfer associated with a chemical reaction is either exothermic or

endothermic. (1.40)d) Students will be able to use balanced chemical equations to show the relationships between atoms, moles, and

particles of reactants and products. (1.15)e) Students will be able to classify the types of chemical reactions. (1.10)

5) A balanced chemical equation can be used to determine atoms, moles, representative particles, mass, and volume of reactants andproducts. (Standard 1 Core Standard 1, 3, 5)

Learning Goals:a) Students will be able to understand and demonstrate, through calculating with conversion factors, between moles,

mass, particles, and volume. (1.13, 1.17)b) Students will be able to derive a molar ratio from a balanced chemical equation. (1.18)


c) Students will be able to use balanced equations and conversion factors to determine moles, mass, particles and volume of reactants and products. (1.13)d) Students will be able to recognize through calculations limiting and excess reagents and calculate the theoretical

yield of the products. (1.5)e) Students will be able to calculate the percent yield of a chemical reaction. (1.5)f) Students will be able to determine the percent composition of elements within a compound. (1.15, 1.16, 1.17, 1.18)

6) Measurable properties of gases, such as, P, V, T, n, and relative diffusion rates, can be calculated. (Standard 1 Core Standard 1, 6)Learning Goals:

a) Students will be able to understand and perform calculation using the combined gas law. (1.30, 1.31)b) Students will be able to understand and perform calculations using the Ideal gas law. (1.30, 1.31)c) Students will be able to understand and perform calculations using Dalton’s Law of Partial Pressure. (1.30, 1.31)d) Students will be able to understand and perform calculations using Graham’s Law of Effusion. (1.30, 1.31)

7) Solutions are homogeneous mixtures containing a solute in a solvent. The ratio of the solute to the solvent can be expressed as aconcentration in a number of ways. (Standards 1 Core Standards 1, 8)

Learning Goals:a) Students will be able to describe solutions in terms of their degree of saturation. (1.4, 1.5, 1.17, 1.18)b) Students will be able to understand and perform calculations in molarity and percent composition. (1.17, 1.18, 1.19)

8) Acids, bases, and salts dissociate in solution. The hydrogen ion and hydroxide ion concentration are interrelated and can beexpressed as pH and pOH. (Standard 1 Core Standards 1, 8, 9)

Learning Goals:a) Students will be able to classify a solution, or compound, as acid, base, or salt. (1.11, 1.12)b) Students will be able to do calculations with hydrogen ion and hydroxide ion concentrations and pH. (1.2, 1.8, 1.17)c) Students will be able to carry out a titration to determine the concentration of an unknown acid or base. (1.19)

9) Organic Chemistry is the study of carbon based molecules and their functional groups. (Standard 1 Core Standards 1, 10)Learning Goals:

a) Students will be able to convert between common organic names and formulas. (1.44)b) Students will be able to identify common organic function as groups. (1.45)


10) Radioactive decay, fission, and fusion are nuclear reactions which involve changes in the nucleus of an atom releasing largeramounts of energy per mass than in chemical reactions. (Standard 1 Cored Standards 1, 3, 8)

Learning Goals:a) Students will be able to identify nuclear reactions as nuclear decay, nuclear fission, or nuclear fusion. (1.24, 1.25)b) Students will be able to describe the relative amounts of energy produce nuclear reactions per mass to chemical

reactions per mass. (1.24)c) Students will be able to perform half-life calculations and understand the implications of storing nuclear waste.

(1.24)

11) Energy changes are involved in all chemical reactions and phase changes. (Standard 1, Core Standard 1, 2, 3, 5, 7)Learning Goals:

a) Students will recognize and describe that heat transfer associated with a phase change, or a chemical reaction, canbe classified as either exothermic or endothermic. (1.38, 1.39, 1.40)

b) Students will be able to solve specific heat problems including phase changes. (1.38, 1.39, 1.40)


MICHIGAN CITY HIGH SCHOOLChemistry I

Ongoing/All Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Course Title Assessment Type Assessment Type Assessment Type Assessment Type

StandardBundle # 1 - Structure ofMatter1.1, 1.2, 1.8, 1.21, 1.26, 1.35,1.40, 1.41, 2.1

Bundle # 2 – Periodic Tableand Atomic Theory1.8 ,1.32, 1.33, 1.34, 1.37,2.3, 2.6

Bundle #10 – NuclearReactions1.24, 1.42, 1.43

StandardBundle # 3 –ChemicalBonds and Formulas1.6, 1.7, 1.8, 1.28, 1.35, 1.36

Bundle # 4 – ChemicalReactions1.3, 1.6, 1.9, 1.10, 1.11, 1.12,1.22, 1.27, 1.40

StandardBundle # 5 –The Mole andStoichiometry1.2, 1.12, 1.13, 1.14, 1.15,1.16, 1.17

Bundle#6-Gas Laws1.30, 1.31

Bundle #7 – Solutions1.2, 1.4, 1.5, 1.16, 1.17,1.18

StandardBundle #8 – Acids andBases1.2, 1.8, 1.9, 1.11, 1.19, 2.5

Bundle # 9 – OrganicChemistry1.8, 1.44, 1.45, 2.4

Bundle # 11 Phase Changesand Heat Energy1.38, 1.39, 1.40

Standard

Best Practice Methods• Cooperative Learning• Similarities and

Differences• Choice• Frequent and immediate

feedback• Graphic Organizers• Summarizing• Analysis and Evaluation• Hypothesize











Chemistry I Assessments Planning

Standard 1: Properties of Matter, The Nature of Chemical Change, The Structure of MatterStandard 2: The Historical Perspective of ChemistryEssential Outcome: The properties of matter can distinguish the types of matter. Energy is required to change matter. .

Summative Assessment:#1The properties of matter can distinguish the types of matter.Energy is required to change matter.DescribeAssessment &Timeline

Method TestingKnowledge

TestingReasoning/Analysis

TestingPerformanceSkill

TestingProduct

Target aPhysical properties, substances, andmixtures

Timeline: 1 week

Selected Response X

Target b,cChemical and physical changes and theLaw of Conservation of Mass

Timeline: 1 week

Selective Response

Extended ResponseLaw ofConservation ofMass

XX


Chemistry I Assessment Planning

Standard 1: The Properties of Matter, The Structure of MatterStandard 2: The Historical Perspective of ChemistryEssential Outcome: The position of elements on the Periodic Table is related to subatomic particles in the atom.Summative Assessment:# 2 Positions of elements on the Periodic Table are related to subatomic particles in the atom.

DescribeAssessment &Timeline

Method TestingKnowledge

TestingReasoning/Analysis

TestingPerformanceSkill

TestingProduct

Formative 1:Goals a, b, dAtomic Theory of Dalton, Thomson,Rutherford, Bohr, calculations ofsubatomic particles, and arrangementof Periodic Table.

Timeline: Week

Selected Response

Extended Response– calculate numbersof protons,neutrons, andelectrons

XX

Formative 2:Goals: cRecognize and give examples ofisotopes

Timeline: A week

Selective Response X

Formative 3:dThe Periodic Table and periodicityincluding electron configurations

Timeline: 2 weeks

Selective ResponseExtended Response

X X X


Essential Outcome #3:Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond, theformula, and the name of the compound formed.Summative:Selected Response and Extended ResponseIonic and Covalent Bonds and Formula Writing and Naming FormulasDescribeAssessment &Target Timeline

Method Testing Knowledge TestingReasoning/Analysis

Testing Performance Testing Product

Formative 1:Goal b & cIonic bond &Formula writing &names

Timeline: 2 weeks

Extended Response x x X

Formative 2Goal: A & cCovalent Bonds &Formula writingand names

Timelines: 2 weeks

Extended Response X X X

Formative 3Goal: dPredicting bondand molecularpolarity

Selected ResponseExtended Response

X X X


Essential Outcome #4General reaction classification enables predicting products from reactants. A balanced chemical equation follows the law ofconservation of mass.Summative:Selected Response and Extended Response Use balanced equations to show relationships between atoms, moles, particles and massClassify types of chemical reactions Catalyst and

DescribeAssessment &Target Timeline



Formative 1:Goal a & dUse balancedequations to showrelationships betweenatoms, moles,particles and mass

Timeline: 2 weeks

Extended ResponseSelected Response

X X x

Formative 2:Goal b, c, & eClassify types ofchemical reactionsCatalyst and heattransfer

Timeline: 2 Weeks

Extended ResponseSelected Response

X X x


Chemistry I Assessment Planning GuideStandard 1: Properties of Matter, The Nature of Chemical ChangeEssential Outcome #5: A balanced chemical equation can be used to determine atoms, moles, representative particles,mass, and volume of reactants and products.

Summative Assessment: # 5: A balanced chemical equation can be used to determine atoms, moles representativeparticles, mass, and volume of reactants and products.




Formative #1Target a, b, c, f

Timeline: 2 weeks

Selected ResponseExtendedResponse – usingstoichiometrycalculations

XX

x

Formative #2Target d,e

Timeline: 2 weeks

Selected ResponseExtendedResponse –percent yield andpercentcompositioncalculations

XX

x


Chemistry I Assessment Planning GuideStandard 1: The Structure of MatterEssential Outcome #6: Measurable properties of gases, such as, P, V, T, n, and relative diffusion rates, can be calculated..

Summative Assessment: # 6 : Measureable properties of gases, such as, P, V, n, and relative diffusion rates, can becalculated.



TestingPerformance

Testing Product

Target a

Timeline: 1 _weeks

Selected ResponseExtendedResponse_Combined gas lawcalculations

XX

Target b, c, d

Timeline:1 _ weeks

Selected ResponseExtendedResponse- idealgas law, Dalton’sLaw, and Graham’sLaw calculations

XX


Standard 1: Properties of Matter, The Nature of chemical ChangeEssential Outcome #7: Solutions are homogeneous mixtures containing a solute in a solvent.The ratio of the solute to the solvent can be expressed as a concentration in a number of ways.

Summative Assessment: #7: Solutions are homogeneous mixtures containing a solute in a solvent.The ratio of the solute to the solvent can be expressed as a concentration in several ways.




Formative #1Goal ADegree ofsaturation

Timeline: 1 week

Lab on Saturation X X X X

Formative #2Goal BPercent solutioncalculation andmolaritycalculations

Timeline: 2 weeks

Selected ResponseExtendedResponse

X X


Chemistry I Assessment PlanningStandard 1: Properties of Matter, The Nature of Chemical ChangeStandard 2: The Historical Perspective of ChemistryEssential Outcome #8: Acids, bases, and salts dissociate in solution.The hydrogen ion and hydroxide ion concentrations are interrelated and can be expressed as pH and pOH.

Summative Assessment: #8: Acids, bases, and salts dissociate in solution. The hydrogen ion and hydroxide ionconcentration are interrelated and can be expressed as pH and pOH.



TestingPerformance

Testing Product

Formative #1Target a, bClassifyingcompounds andsolutions throughpH

Timeline: 2 weeks


XX

Formative #2Goal CTitration

Timeline: 1 week

Titration Lab X X x


Standard 1: Properties of Matter, The Basic Structure and Reactions of Organic ChemicalsStandard 2: The Historical Perspective of ChemistryEssential Outcome #9: Organic chemistry is the study of carbon-based molecules and their functional groups.

Summative Assessment: #9 Organic Chemistry is the study of carbon-based molecules and their functional groups.



TestingPerformance

Testing Product

Formative #1Target aOrganic formulasand names

Timeline: 2 weeks


XX

Formative #2Target bIdentify commonorganic functionalgroupsTimeline: 1 weeks

Selected Response x


Standard 1: The Nature of Chemical Change, The Nature of Energy and ChangeEssential Outcome #10: Radioactive decay, fission, and fusion are nuclear reactions which involve changes in the nucleus ofan atom releasing larger amounts of energy per mass than in chemical reactions.

Summative Assessment: #10 Radioactive decay, fission, fusion, and fusion are nuclear reactions which involve changes inthe nucleus of an atom releasing larger amounts of energy per mass than in chemical reactions.



TestingPerformance

Testing Product

Formative #1Goal a, bNuclear reactionsand driving energyforces

Timeline: 2 weeks


XX

Formative #2Goal cHalf-life

Timeline: 1 week


X X


Standard 1: The Nature of Energy and ChangeEssential Outcome: Heat and temperature

Summative Assessment: #11 Energy changes are involved in all chemical reactions and phase changes.



TestingPerformance

Testing Product

Formative #1 Goal aHeat transfer inphysical andchemical changes

Timeline: 1 week


X x x

Formative #2Goal b Solve heatproblems

Timeline: 2 weeks

ExtendedResponse

X X x


Chemistry I Benchmark #1 – Structure of MatterStandard 1: Properties of Matter, The Nature of Chemical Change, The Structure of MatterStandard 2: The Historical Perspective of ChemistryEssential Outcome: The properties of matter can distinguish the types of matter. Energy is required to change matter. (1.1, 1.2, 1.8,1. 21, 1.26, 1.35, 1.40,1.41, 2.1)1.1 Differentiate between pure substances and mixtures based on physical properties.1.2 Determine the properties and quantities of matter and designate these properties as either extensive or intensive.1.8 Use formulas and laboratory investigations to classify substances.1.21 Predict how changes in temperature, surface area, and the use of catalysts will quantitatively affect the rate of a reaction.1.26 Describe physical changes and properties of matter through sketches and descriptions of the involved materials.1.35 Infer and explain physical properties of substances based on strength of molecular attractions.1.40 Classify chemical reactions and/or phase changes as exothermic or endothermic.1.41 Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes.2.1 Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation ofmatter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

Declarative Knowledge Procedural KnowledgeConcepts 1. The Properties of matter can be used to distinguish the different types of

matter.2. Matter can be classified as pure substances with chemical formulas or as

mixtures of pure substances.3. Energy changes are involved when matter undergoes physical, chemical, or

nuclear changes.4. Rates of chemical reactions are affected by certain factors.5. Different physical properties are partly determined by the strength of the

attractions between the particles.

OrganizingIdeas

1. Students will understand and be able to explain how physical properties can be used to differentiate among pure substances; solutions; and heterogeneous mixtures.2. Students will be able to identify chemical and physical changes in matter.3. Students will recognize and describe that heat transfer associated with a phase

change is either endothermic or exothermic.4. Students will understand and be able to explain how electromagnetic attractiveforces within and between substances determine their physical state.5. Students will understand and identify solutions as homogeneous mixturescontaining a solute in a solvent.6. Students will understand that Antoine Lavoisier determined a quantitativemethod for measuring matter in demonstrating the Law of Conservation of Mass.7. Students will be able to distinguish between the intensive and extensive properties of a substance.8. Students will use the importance of communicating results of scientific inquiry.

Processes • Scientific Method


Details 1. Elements, the simplest form of matter, are made up of atoms.2. Compounds are chemical combinations of elements.3. Mixtures are physical combinations of substances that can be homogeneous orheterogeneous and can be separated by physical means.4. Physical changes in matter do not change the identity of the matter.5. Chemical changes in matter involve the formation of new substances.6. Phase changes are either exothermic or endothermic.7. Electrostatic attractive forces between substances play a role in determiningthe physical state of the substance.8. Solutions are composed of a solute dissolved in a solvent.9. The mass of the reactants is equal to the mass of the products in a chemicalreaction.10. Intensive properties do not depend on the amount of matter present, extensivedoes.11. Hypotheses are tested with experiments.12. Theories and laws are generated from the results of many experiments.13. Experiments have one variable that is changed.

Skills 1. Using attractive forces to determinethe physical properties of substances.

Vocabulary Intensive properties EnergyGas SolidLiquid Exothermic and EndothermicSolid HeatPhysical property and chemical property EnergyExtensive properties SolventHomogeneous and heterogeneous SoluteDispersion forces SolutionAttractive forces LiquidDipole-dipole attractions ConcentrationHydrogen bonding RatePure substance AtomsDispersion interactions ElementsPhysical state CompoundsDistillation Scientific MethodInference TheoryFact Hypothesis

Scientific Law


Chemistry I Benchmark #2 Periodic Table and Atomic TheoryStandard 1: The Properties of Matter, The Structure of MatterStandard 2: The Historical Perspective of ChemistryEssential Outcome: The position of elements on the Periodic Table is related to subatomic particles in the atom. (1.8, 1.32 ,1.33 ,1.34 ,1.37,2.3 ,2.6)1.8 Use formulas and laboratory investigations to classify substances.1.32 Describe the possible subatomic particles within an atom or ion.1.33 Use an element’s location in the Periodic Table to determine its number of valence electrons and predict what stable ion or ions an element is likely toform in reacting with other specific elements.1.34 Use the Periodic Table to compare attractions that atoms have for their electrons and explain periodic properties based on these attractions.1.37 Describe that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with afrequency related to the energy spacing between the levels.2.3 Explain that John Dalton’s modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry byproviding physical explanations for reactions that could be expressed in quantitative terms.2.6 Explain that the application of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an under standing of chemicalreactions on the atomic level.Declarative Knowledge Procedural KnowledgeConcepts 1. The positions of the elements on the Periodic Table are determined by

their number of protons and their electron arrangement.OrganizingIdeas

1. Students will understand the position of the elements on the PeriodicTable can be used to predict their chemical and physical properties.2. Students will understand that the electron configuration of theelements can be used to predict their chemical properties.3. Students will understand the numbers of subatomic particles determinethe atomic number and mass number of an atom.4. Students will understand how Atomic Theory has evolved over the ages.5. Students will be able to investigate a problem using the ScientificMethod.6. Students will understand the importance of communicating results ofscience inquiry.



Details 1. The elements on the Periodic Table can be classified as metal, nonmetal,or metalloid.2. Atoms are made up of protons, neutrons, and electrons.3. The atomic number of an element is equal to its number of protons.4. The mass number of an element is equal to the sum of the protons andneutrons in the nucleus of the element.5. Atomic size increases down a group and decreases across a period fromleft to right.6. Ionization energy and electronegativity decreases down a group andincreases across a period from left to right.7. Dalton, Thomson, Rutherford, and Bohr all contributed to the evolutionto the Modern Atomic Theory.8. Electron configuration can be used to predict how atoms react with oneanother.9. Hypotheses are tested with experiments.10. Theories and laws are generated from the results of many experiments.11. Experiments have one variable that is changed.

Skills 1. Chart Reading

Vocabulary Proton Transition ElementNeutron Inner Transition ElementElectron Electron ConfigurationMass number Scientific LawAtomic number Controlled variableIsotope Dependant variableNucleus Periodic TableMetal Ionization energyNonmetal Bohr ModelMetalloid Representative valence electronFamily IonGroupElementElectronegativityPeriod


Chemistry I Benchmark #3 – Chemical Bonds and FormulasStandard 1: The Nature of Chemical Change, The Structure of MatterEssential Outcome: Elements interact forming bonds in order to become more stable. The types of atoms involved determine the nature of thebond, the formula, and the name of the compound formed.1.6 Predict formulas of stable ionic compounds based on charge balance of stable ions.1.7 Use appropriate nomenclature when naming compounds.1.8 Use formulas and laboratory investigations to classify substances.1.28 Explain that chemical bonds between atoms in molecules and many large biological molecules are covalent.1.35 Infer and explain physical properties of substances based on the strength of molecular attractions.Declarative Knowledge Procedural KnowledgeConcepts 1. Atoms interact with other atoms in order to become more stable; the types of atoms

involved determine the nature of the bond, the formula, and the name of the compoundformed.

OrganizingIdeas

1. Students will understand and be able to write formulas from names andnames from the formulas of compounds.2. Students will be able in the laboratory to classify substances as ionic ormolecular based on their solubility in water and other physical properties.3. Students will be able to understand that bonding in organic and biologicalmolecules is mainly covalent.4. Students will be able to use molecular attractions as a predictor indetermining the physical states of substances.


Details 1. Ionic bonds contain ions of opposite charge and in a formula unit balance out to zero.2. Covalent bonds involve sharing electron pairs.3. Molecular attractions include: hydrogen bonding, dispersion interactions, and dipole-dipole attractions.4. Chemical formulas and names are written according to certain rules.5. Metals lose electrons and form cations. Nonmetals gain electrons and form anions.6. The VSEPR Theory states that the shape of a molecule is determined by the numberof atoms and lone pairs of electrons located around the central atom.7. Hypotheses are tested with experiments.8. Theories and laws are generated from the results of many experiments.

Skills 1. Formula writing and naming ofcompounds

2. Chart reading3. Model building4. Draw electron dot diagrams for

ionic and covalent substances

Vocabulary Ionic bond Molecules Triple covalent bondCovalent bond Metals VSEPR TheoryShared pairs of electrons Nonmetals Polyatomic ionLone pairs Metalloids SolubilityUnshared pairs Atom ExperimentDispersion interactions Theory FactDipole-dipole interactions Hypothesis InferenceHydrogen bonds LawIons Double covalent bond


Chemistry I Benchmark #4 – Chemical Reactions

Standard 1: The Nature of Chemical Change, The Structure of Matter.Essential Outcome: General reaction classification enables predicting products from reactants. (1.3, 1.6, 1.9, 1.10, 1.11, 1.12, 1.22, 1.27, 1.40)

Declarative Knowledge Procedural KnowledgeConcepts 1. Chemical reactions can be predicted from the given reactants and conditions.

OrganizingIdeas

1. Students will be able to complete and balance equations given the reactionconditions and reactants.

2. Students will be able to recognize the different types of reactions.3. Students will be able to classify chemical reactions/phase changes as either

exothermic or endothermic.4. Students will be able to recognize chemical changes.5. Students will be able to name and write formulas of compounds involved in

chemical reactions.6. Students will be able to recognize that electron transfer reactions in a redox

reaction include both an oxidation and a reduction.

Processes • Balancing equations

Details 1. A chemical reaction is balanced when the same number of each type ofatom is found on each side of the equation.2. The reaction types are combination, decomposition, singlereplacement, double replacement, combustion, and redox.3. Oxidation is the increase in oxidation number and the loss ofelectrons.4. Reduction is the decrease in oxidation number and the gain ofelectrons.5. Coefficients are used to balance equations.6. Exothermic is the release of energy into the surroundings.7. Endothermic is the absorption of energy into a system.8. Signs of chemical change include change of color, odor, energy, orrelease of a new substance.9. In an ionic formula the negative and positive charges balance to zero.

Skills 1. Reaction prediction2. Formula writing from names3. Naming chemical compounds from

formulas4. Chart reading

Vocabulary Chemical equation balanced equation coefficientsCombination reaction decomposition reaction single replacement reactionDouble replacement reaction combustion reaction catalyst activity seriesSolubility table subscripts redox reaction oxidation reduction reactantProduct reducing agent system surroundings exothermic endothermicOxidation states


Chemistry I Benchmark #5 – The Mole and StoichiometryStandard 1: Properties of Matter, The Nature of Chemical ChangeEssential Outcome: A balanced chemical equation can be used to determine atoms, moles, representative particles, mass, and volume ofreactants and products. (1.2,1.12,1.13, 1.14, 1.15, 1.16, 1.17)1.2 Determine the quantities of matter.1.12 Demonstrate the principle of conservation of mass through laboratory investigations.1.13 Use the principle of conservation of mass to make calculations related to chemical reactions.1.14 Use Avogardro’s law to make mass-volume calculations for simple chemical reactions.1.15 Use stoichiometry to solve problems.1.16 Calculate the percent composition by mass of a compound or mixture when given a formula.1.17 Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of solute in a solution.

Declarative Knowledge Procedural KnowledgeConcepts 1. Many calculations concerning quantities of reactants and products can be

done using a balanced chemical equation and conversion factors.OrganizingIdeas

1. Students will understand the significance of a balanced chemical equationand be able to balance an equation given the reactants and products.2. Students will understand and be able to make up a solution of knownmolarity.3. Student will be able to understand and measure mass and volume in thelaboratory.4. Students will understand the mole concept and its application instoichiometry.5. Students will understand how to determine the percent composition by mass or volume in a compound or mixture.6. Students will be able to investigate a problem using the Scientific Method7. Students will understand the importance of communicating results ofscientific inquiry.8. Students will be able to understand and apply steps of a problem solvingmethod.9. Students will be able to make conversions using dimensional analysis.10. Students will be able to perform mathematical calculations using significantfigures and scientific notation.

Processes • Writing a lab report• Scientific Method• Problem Solving

Details 1. Balanced equations give mole ratios which can be used in stoichiometriccalculations.2. Mass or volume of one component of a compound or mixture divided by thetotal mass of the compound or mixture can be used to determine percentcomposition.3. Percent yield is a ratio of the experimental yield divided by the theoreticalyield.

Skills 1. Measuring volume, mass, andtemperature in the laboratory.

2. Following directions in lab.3. Using formulas and doing

calculations with them.4. Differentiating between fact

and inference.


4. Avogadro’s number of particles is equal to one mole.5. Molarity is a concentration ratio of moles of solute to volume of solution.6. Theories and laws are generated from the results of many experiments.7. Experiments have one variable that is changed.8. Significant figures in calculations follow certain rules.9. Dimensional analysis uses conversion factors to change labels in quantities.10. Scientific notation is a convenient way of writing very large or very smallnumbers.11. The metric system is a base ten system used around the world.12. The problem solving method is a systematic approach to solving problems.

Vocabulary Mole Avogadro’s numberVolume StoichiometryMass Percent CompositionMolar mass Molar ratioMolar volume Excess reagentConcentration Limiting reagentMolarity Significant figuresPercent yield Conversion factorsTheoretical yield Scientific notationExperimental yield Dimensional analysis


Chemistry I Benchmark #6– Gas LawsStandard 1: The Structure of MatterEssential Outcome: Measurable properties of gases, such as, P, V, T, n, and relative diffusion rates, can be calculated. (1.30, 1.31)1.30 Perform calculations that demonstrate an understanding of the gas laws.1.31 Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature.

Declarative Knowledge Procedural KnowledgeConcepts 1. The gas laws can be used to calculate measurable properties of gases.

OrganizingIdeas

1. Students will be able to understand and apply the combined gas law.2. Students will be able to understand and apply the ideal gas law.3. Students will be able to understand and apply Dalton’s Law of PartialPressure.4. Students will be able to understand and apply Graham’s Law of Effusion.5. Students will be able to understand and explain the Kinetic MolecularTheory.6. Students will be able to understand and apply steps of a problem solving method.7. Students will be able to make conversions using dimensional analysis.8. Students will be able to perform mathematical calculations using significantfigures and scientific notation.

Processes • Problem Solving1. List the given2. List the unknown3. Analyze4. Calculate5. Check work

Details 1. Changes in pressure, temperature, and volume are related in the CombinedGas Law.2. Pressure, temperature, volume, and moles of a gas are related in the IdealGas Law.3. The sum of the partial pressures of a mixture of gases is equal to the totalpressure of the gas mixture.4. The rate of effusion, or diffusion, of a gas compared to the rate of

another gas is inversely proportional to the square root of the molar masses of The Kinetic Molecular Theory of Gases states that: gas collisions are elastic,

t are very far apart and move rapidly in a random manner. 5. Significant figures in calculations follow certain rules. 6. Dimensional analysis uses conversion factors to change labels in quantities. 7. Scientific notation is a convenient way of writing very large or very small numbers. 8. The metric system is a base ten system used around the world.

9. The problem solving method is a systematic approach to solving problems.

Skills 1. Manipulate equations2. Calculate conversions


Kinetic molecular theory Gay-Lussac’s LawPressure Dalton’s Law of Partial PressureVolume Graham’s LawTemperature Ideal Gas LawMoles DiffusionBoyle’s Law EffusionCharles’ Law Significant figuresScientific notation Conversion factors

Dimensional analysis


Chemistry I Benchmark #7 - SolutionsStandard 1: Properties of Matter, The Nature of chemical ChangeEssential Outcome: Solutions are homogeneous mixtures containing a solute in a solvent. The ratio of the solute to the solvent can be expressedas a concentration in a number of ways. (1.2, 1.4, 1.5, 1.16, 1.17, 1.18)1.2 Determine the properties and quantities of matter such as solubility, concentration, and pH.1.4 Describe solutions in terms of their degree of saturation.1.5 Describe solutions in appropriate concentration units.1.16 Calculate the percent composition by mass of a mixture.1.17 Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution.1.18 Prepare a specified volume of a solution of given molarity.

Declarative Knowledge Procedural KnowledgeConcepts 1. The ratio of solute to solvent in a solution can be expressed as a

concentration in several ways.OrganizingIdeas

1. Students will understand and identify solutions as homogeneous mixturescontaining a solute in a solvent.2. Students will understand and be able to calculate solution concentration in molarity and percents.3. Students will understand and be able to classify solutions as unsaturated,saturated, or supersaturated.4. Students will be able to understand and apply steps of a problem.5. Students will be able to make conversions using dimensional analysis.6. Students will be able to perform mathematical calculations using significantfigures and scientific notation.

Processes • Problem Solving1. List the given2. List the unknown3. Analyze4. Calculate5. Check your work

Details 1. Homogeneous mixtures are called solutions; solute dissolved in solvent.2. Solution concentration can be expressed as molarity = moles of solute/literof solution.3. Solution concentration can be expressed as a percent by mass or percentby volume.4. The amount of solution saturation depends on the amount of solutedissolved in solvent compared to the maximum amount of solute that candissolve at a specific temperature.5. Significant figures in calculations follow certain rules.

Skills 1. Rearranging the molarityequation and solving for any ofthe terms.

2. Test a solution and identify it assaturated, unsaturated, orsupersaturated.


6. Dimensional analysis uses conversion factors to change labels in quantities.7. Scientific notation is a convenient way of writing very large or very smallnumbers.8. The metric system is a base ten system used around the world.9. The problem solving method is a systematic approach to solving problems.

Vocabulary Solution MolaritySolvent SaturatedSolute UnsaturatedHomogeneous mixture SupersaturatedPhase CrystalSignificant figuresConversion factorsScientific notationDimensional analysis


Chemistry I Benchmark #8 – Acid/BasesStandard 1: Properties of Matter, The Nature of Chemical ChangeStandard 2: The Historical Perspective of ChemistryEssential Outcome: Acids, bases, and salts dissociate in solution. The hydrogen ion and hydroxide ion concentrations are interrelated and can beexpressed as pH and pOH. (1.2, 1.8, 1.9, 1.11, 1.19, 2.5)1.2 Determine the properties and quantities of matter such as acid and base concentration of hydrogen ion and hydroxide ion concentration and pH.1.8 Use formulas and laboratory investigations to classify substances as acid or base.1.11 Predict products of simple reaction types such as acid base reactions.1.19 Use titration data to calculate the concentration of an unknown solution.2.5 Explain how Arrhenius’ discovery of the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions.Declarative Knowledge Procedural KnowledgeConcepts 1. Acids, bases, and salts may dissociate to form aqueous solutions.

2. The pH of an aqueous solution is determined from the hydrogen ion orhydroxide ion concentration.

OrganizingIdeas

1. Students will be able to understand that aqueous solutions may beclassified as acidic, alkaline, or neutral.

2. Students will be able to understand that concentrations of hydrogen ionand hydroxide ion determine the acidity of an aqueous solution and can beexpressed as a pH value.

3. Students will be able to understand that a titration can be carried out todetermine the concentration of an unknown acid, or base.

Processes • Titration

Details 1. Neutralization reaction with stoichiometry2. pH determination and acid/base classification

Skills 1. Calculations– pH– Hydrogen ion– Hydroxide ion

2. Balancing neutralization reactions3. Titration calculations4. Logarithm and antilogarithm

Vocabulary Acid Bronsted-Lowry acids and basesBase pHAlkaline pOHNeutral Arrhenius acids and basesSalts Lewis acids and basesIonize Water dissociation constantDissociate TitrationHydronium ion IndicatorHydroxide ion End-point


Chemistry I Benchmark #9 – Organic ChemistryStandard 1: Properties of Matter, The Basic Structure and Reactions of Organic ChemicalsStandard 2: The Historical Perspective of ChemistryEssential Outcome: Organic chemistry is the study of carbon-based molecules and their functional groups. (1.8, 1.44, 1.45,2.4)1.8 Use formulas and laboratory investigations to classify substances as organic or inorganic.1.44 Convert between formulas and names of common organic compounds.1.45 Recognize common functional groups and polymers when given chemical formulas and names.2.4 Explain how Frederich Wohler’s synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry outchemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge fieldof organic chemistry, the industries based on it, and eventually to the field of biochemistry.Declarative Knowledge Procedural KnowledgeConcepts 1. The study of carbon based molecules and their functional groups is organic

chemistry.OrganizingIdeas

1. The bonding properties of carbon leads to the many different moleculespossible.2. The functional groups attached to carbon chains are responsible for themany properties of organic compounds.3. Organic compounds can be classified according to their functional groupsusing the IUPAC system.

Processes 1. Steps to Naming organiccompounds.

2. Steps to writing simple organicmolecular structures from thenames.

Details 1. Organic molecules have carbon-carbon single, double, or triple bondsarranged in chains or rings and may contain other functional groups.

Skills 1. Classifying functional groups onorgan compounds.

Vocabulary organic chemistryfunctional grouporganic acidalcoholalkanealkenealkyne


Chemistry I Benchmark # 10 – Nuclear ReactionsStandard 1: The Nature of Chemical Change, The Nature of Energy and ChangeEssential Outcome: Radioactive decay, fission, and fusion are nuclear reactions which involve changes in the nucleus of an atom releasing largeramounts of energy per mass than in chemical reactions. (1.24, 1.42, 1.43)1.24 Recognize and describe nuclear changes.1.42 Describe that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change inmass is small, but significant in nuclear reactions.1.43 Calculate the amount of radioactive substance remaining after an integral number of half –lives have passed.Declarative Knowledge Procedural KnowledgeConcepts 1. Radioactive decay, fission, and fusion are nuclear reactions.

2. Nuclear reactions release more energy per mass than chemical reactions.OrganizingIdeas

1. Students will understand the differences between nuclear decay, nuclearfission, and nuclear fusion.2. Students will understand that nuclear reactions release a greater amountof energy per unit mass than chemical reactions.1. Students will understand that half-life calculations demonstrate the needfor careful, long-term storage of nuclear waste.2. Students will be able to make conversions using dimensional analysis.3. Students will be able to perform mathematical calculations using significantfigures and scientific notation.

Processes • Problems Solving 1. List the given 2. List the unknown 3. Analyze 4. Calculate 5. Check your work

Details 1. Nuclear reactions include nuclear decay, alpha decay, and beta decay.2. Nuclear reactions involve a change in the nucleus of an atom.3. Nuclear decay is spontaneous and half-lives are fixed for specificradioisotopes.4. Nuclear decay occurs to increase the stability of the radioisotope.5. Nuclear reactions can be balanced.6. Significant figures in calculations follow certain rules.7. Dimensional analysis uses conversion factors to change labels in quantities.

Skills 1. Chart reading

Vocabulary Proton Alpha particleNeutron Beta particleElectron Gamma radiationMass number PositronFission TransmutationFusion RadioisotopeHalf-life Band-of-stabilityNuclear decay Radioactivity

Dimensional analysis


Chemistry I Benchmark # 11 – Phase Changes and Heat EnergyStandard 1: The Nature of Energy and ChangeEssential Outcome: Heat and temperature (1.38, 1.39, 1.40)1.38 Distinguish between the concepts of temperature and heat.1.39 Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.1.40 Classify chemical reactions and phase changes as exothermic or endothermic.Declarative Knowledge Procedural KnowledgeConcepts 1. Chemical reactions and phase changes are either exothermic or

endothermic.2. Heat and temperature are related through the Kinetic Theory of Matter.3. Energy lost or gained in a chemical reaction, or phase change, can becalculated.

OrganizingIdeas

1. Students will understand that exothermic processes release energy andendothermic processes absorb energy.2. Students will understand that heat energy is total kinetic energy andtemperature is average kinetic energy of the particles in a substance.3. Students will understand that energy changes always accompany chemicalreactions.4. Students will understand that when matter absorbs, or releases, thermalenergy its temperature changes or a phase change occurs.5. Students will be able to make conversions using dimensional analysis.6. Students will be able to perform mathematical calculations usingsignificant figures and scientific notation.

Processes • Problem Solving1. List the given2. List the unknown3. Analyze4. Calculate5. Check work

Details 1. Specific heat equation2. Phase diagrams3. Thermochemical equations4. Significant figures5. Dimensional analysis6. Scientific notation

Skills 1. Reading phase diagrams2. Solving heat equations3. Use thermochemical equations with stoichiometry

Vocabulary Exothermic Thermochemical equationEndothermic Heat of fusionPhase change Heat of vaporizationSpecific heat capacity TemperatureHeat Kinetic energySignificant figures Scientific notation

Conversion factors Dimensional analysis

Documents

Chemistry I Pacing Guide - Michigan City Area Schools · MCAS Chemistry I Pacing Guide 3 c) Students will be able to use balanced equations and conversion factors to determine moles,