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OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY

May 8, 2008

REGENTS CHEMISTRY CURRICULUM

PROPOSAL: It is proposed that the Board of Education adopt the Regents Chemistry Curriculum for students in the Owego Apalachin Central School District.

DISTRICT There are no additional monies required beyond those currentlyCOMMITMENT: budgeted for in the 2007 - 2008 school year.

RECOMMENDATION: It is recommended that the Board of Education adopt the Regents Chemistry Curriculum for students in the Owego Apalachin Central School District.

PREPARED BY: David Russell, Owego Free Academy Barb Melby, Owego Free Academy

Robin Saltino, Owego Free Academy (Consultant)

PROCESSED BY: Bernard C. Dolan, Jr. Associate Superintendent

RECOMMENDED BY: Dr. William C. Russell Superintendent of Schools

Owego Apalachin Central School District

Subject: Science Course Title: Regents Chemistry Unit: Matter and The Atom #/Placement of Unit: 1 Duration: 3 weeks

Essential questions: (1) What is an atom? (2) How has our idea about the structure of the atom evolved? (3) What do we currently think an atom looks like? (4) What are the four basic types of matter, and what distinguishes one from the other?

Goals: (1) Summarize Dalton’s five essential points in his modern atomic theory. (2) Explain the experiment conducted by Rutherford that led to the discovery of a nucleus. (3) Use the wave-mechanical model of an atom to describe the electron arrangement of atoms in terms of its n, l, m, and s

numbers, or properties (including s, p, d. and f orbitals). (4) Describe the properties of protons, electrons, neutrons, and nuclei. (5) Using a periodic table, determine the number of protons, electrons, and neutrons in any atom, as well as its atomic number

and atomic mass. (6) Calculate an average atomic mass. (7) Analyze flame test results to identify elements, as well as describe the effects flame tests have on electron movement

between ground and excited states. (8) Identify an unknown atom by analyzing its bright-line spectrum. (9) Write electron configurations and orbital-filling diagrams for any atom on the periodic table. (10) Compare excited and ground state atoms via electron configurations and/or orbital-filling diagrams. (11) Use molecular models to analyze the differences between elements, compounds, homogeneous mixtures, and

heterogeneous mixtures.

Time Frame

Content Skills Performance Tasks/ Instructional Activities

Resources/ Technology Integration

3 weeks

� Dalton’s Atomic Theory

� Parts of the atom � Bohr’s atomic

model � Atomic mass and

atomic number � Isotopes and

average atomic masses

� Electron location � Electron

configurations and orbital diagrams

� Summarize Dalton’s Atomic Theory

� Explain the history and scientific approach to the discovery of the atom and its subatomic particles, especially the gold foil experiment

� State the properties of protons, electrons, and neutrons

� Determine the number of protons, neutrons, and electrons in any atom

� Draw and interpret a Bohr model of an atom

� Identify isotopes and calculate average atomic masses of isotopes

� Calculate the atomic mass and state the atomic number of an atom

� Interpret spectral lines to identify an atom

� Summarize the four principal quantum number of an atom to locate all of its electrons

� Write and interpret orbital

� Notes via Blackboard � Video clips on the history of

atomic theory and models of atoms via various websites

� Black box inquiry activity � Interactive matching board

review of scientists and concepts of atomic theory

� Lab: Gold foil experiment (2) � Lab: Flame tests (2) � Calculate class average using

a weighted average as a model for doing an average atomic mass

� Worksheets on determining numbers and properties of electrons, protons, neutrons, atomic mass, and atomic number of various atoms

� Draw and interpret Bohr models of atoms # 1-25

� Chart quantum numbers of atoms #1-25

� Draw orbital filling diagrams and electron configurations of atoms #1-25, and interpret ground state and excited atoms from these diagrams

� Text book chapter 4

� Blackboard � The Internet and

various websites � Jeopardy review

computer software

� NYS Chemistry Regents reference tables

� www.nysed.gov � Prentice Hall

tutorial cd

filling diagrams and electron configurations, including the one on the periodic table

� Lab: Atomic Mass of Candium (1)

3 days

� Types of matter, including element, compound, physical mixtures

� IUPAC rules for element names and symbols

� Know the IUPAC symbols of 45 most common elements

� Categorize matter into one of four groups of matter

� Draw particle diagrams to illustrate example of the four categories of matter

� Flash cards to help memorize 45 IUPAC symbols and names of elements on the periodic table

� Given a chemical formula, distinguish between an element, a compound, and a homogeneous mixture

� Interactive classification of matter activity around the lab

� Draw and interpret models of matter, including elements, compounds, homogeneous mixtures, and heterogeneous mixtures

� Classifying worksheet on molecular models of matter

� Text book chapter 2, sections 1,2,3

� Blackboard

Assessment(s) Quiz on history of the atom and subatomic particles of the atom Quiz on quantum theory and spectral lines Quiz on the elements of the periodic table Lab write-ups Jeopardy interactive review game Test on matter and the atom

Standards: M-S-T Standard 1: M1.1, S1.1, S1.2, S1.3, S3.3 M-S-T Standard 2: Key Idea 1 M-S-T Standard 4: 3.1a, 3.1b, 3.1c, 3.1 d, 3.1e, 3.1f, 3.1g, 3.1h, 3.1i, 3.1j, 3.1k, 3.1l, 3.1m, 3.1n, 3.1n, 3.1q, 3.1r, 3.1s, 3.1t, 3.1u, 3.1cc M-S-T Standard 6: 1, 2.1, 2.2, 2.4


Subject: Science Course Title: Regents Chemistry Unit: Formulas & Equations #/Placement of Unit: 2 Duration: 2 weeks Essential questions:

(1) What are the IUPAC rules for naming ionic and covalent compounds? (2) How is the correct formula for a compound determined from the name? (3) What is the format for a chemical reaction? (4) What are the different types of chemical reactions?

Goals:

(1) Write formulas for ionic and covalent compounds and acids given the name. (2) Write name compounds given the chemical formula. (3) Balance chemical reactions. (4) Identify the type of reaction when given an equation.

Time Frame



1 week

� Subscript � Empirical formula � Molecular

formula � Ion/polyatomic

ion � Hydrate � Binary

compound � Stock system � Prefix system � Acid

nomenclature

� Naming ionic and covalent compounds with proper IUPAC rules

� Writing formulas of ionic and covalent compounds given their IUPAC names

� Counting atoms in formulas

� Notes via Blackboard � Reagent Bottle naming/formula

writing activity � Mt. Whitney HS interactive

compound naming/formula writing games

� Naming compounds/writing formulas worksheets

� Mt Whitney H.S. AP Chemistry website

� Textbook Ch. 9 � PowerPoint � Blackboard � Computer Lab

1 week

� Physical change � Chemical

change � Reactant/product � Exothermic RXN � Endothermic

RXN � Co-efficient � Synthesis � Decomposition � Single

Replacement � Double

Replacement � Neutralization � Combustion

� Balance chemical equations

� Identify RXN types � Classify observed

changes as being either physical or chemical

� Notes via Blackboard � Balancing equations worksheets � Demos: Types of reactions � Lab: Types of Chemical Reactions

(3) � Jeopardy interactive review

� Textbook Ch. 11 � PowerPoint � Blackboard � Jeopardy review

computer software



tutorial cd

Assessment(s) Quizzes on naming compounds/writing formulas (2) Quiz on balancing and types of equations Lab write-up – Chemical Reactions Jeopardy interactive review game Unit Exam

Standards: Physical Setting Chemistry Core curriculum: 3.1cc; 3.1 ee; 3.3d; 3.3a; 3.3c; 3.2b


Subject: Science Course Title: Regents Chemistry Unit: Stoichiometry #/Placement of Unit: 3 Duration: 3 weeks

Essential questions: (1) How do we convert between gram amounts and mole amounts of substances? (2) How do we determine the mole ratio of atoms in a formula and of substances in a chemical equation? (3) How can we experimentally determine (and identify) the chemical formula of an unknown compound? (4) How can we predict the amount of ingredients we need to yield a desired amount of product?

Goals: (1) Use the periodic table and atomic masses to determine the formula and gram formula (molar mass) of substances. (2) Calculate the percent composition of compounds and hydrates. (3) Make conversions between grams, liters, and moles of substances. (4) Determine the empirical and molecular formulas of unknown compound, given percent compositions. (5) Create and interpret mole ratios found within chemical equations. (6) Use mole ratios and dimensional analysis to make predictions of gram, mole, or liter amounts of substances in a given

chemical equation. (7) Continue to use the rules about significant figures to properly round mathematical calculations. (8) Know the stoichiometry-related information stored on the periodic table and on reference table T.

Time Frame



2 weeks

� The mole and Avogadro’s number

� Molar mass � Conversions of

moles, grams, liters, and numbers of particles

� Percent composition

� Empirical formulas

� Molecular formulas

� Convert between a number of particles and mole amounts

� Calculate a formula mass and gram formula (molar) mass of a substance

� Convert between gram, liter, and mole amounts of substances

� Calculate the percent composition of a compound and a hydrate

� Determine the empirical and molecular formulas of unknown compounds

� Notes via Blackboard � Mole concept comparisons � Worksheets for conversion

practice � Worksheets for determining

percent composition, empirical formulas, and molecular formulas

� Lab: percent composition of a hydrate (2)

� Lab: determination of an empirical formula (2)


� Blackboard

1 week

� Mole ratios � Mole method

� Create mole ratios between any two substances in a chemical equation

� Calculate unknown gram, mole, and liter amounts of substances in a chemical equation using mole ratios

� Round calculations to correct significant figures

� Notes via Blackboard � Baking activity for recipe-

chemical equation analogy � Worksheets on using the mole

method to convert given quantities from a chemical equation into gram, mole, and liter amounts of other substances in the equation

� Lab: Single displacement reaction of Cu and Ag(NO3)2 (3)

� Jeopardy interactive review


� Blackboard � Jeopardy review

computer software



tutorial cd

Assessment(s) Quiz on composition stoichiometry Quiz on reaction stoichiometry Lab write-ups Participation in baking analogy activity Jeopardy interactive review game Test on stoichiometry

Standards: M-S-T Standard 1: M1.1, S3.3 M-S-T Standard 4: 3.1e, 3.1r, 3.3a, 3.3c, 3.3 d, 3.3e, 3.3f, 3.4e M-S-T Standard 6: 2.4, 3.2


Subject: Science Course Title: Regents Chemistry Unit: Physical behavior of matter #/Placement of Unit: 4 Duration: 3 weeks Essential questions:

(1) How do intermolecular forces affect the phase a substance is in? (2) What phase changes occur on a heating or cooling curve? (3) What are the assumptions of the kinetic molecular theory of gases? (4) What is an ideal gas? (5) Why do real gases deviate from ideal gas behavior? (6) What is latent heat? (7) What changes occur during the heating/cooling of a substance? (8) How are pressure, temperature and volume related for gases? (9) What physical properties can be used to separate mixtures?

Goals:

(1) Identify the phase changes that occur on a heating or cooling curve. (2) Use equations to calculate the energy absorbed/or released during the heating/cooling of a substance. (3) Use the combined gas law to calculate unknown pressure, temperature, or volume for gas samples. (4) Identify the physical property and separation method best used to separate different types of mixtures. (5) Apply separation techniques to understanding how we clean drinking water and separate petroleum products in crude oil

Time Frame



� Characteristics of phases

� Phase changes: Fusion Freezing Vaporization Condensation Sublimation Deposition � Temperature � Specific heat � Heat of fusion � Heat of

vaporization

� Identify what is happening during the stages of a heating or cooling curve

� Convert between temperature scales

� Calculate heats absorbed and released during heating or cooling of a substance using:

Q = mc�T; q= mHf; q= mHv � Be able to find C, Hf, or

Hv given joules of energy for substances other than water.

Notes Lab: Determination of specific heat of aluminum (2) Worksheets: heat calculations Activity: Heat of fusion of the witch

� Blackboard � Textbook

chapters 13 and 18

� software � NYS Chemistry

Regents reference tables


tutorial cd

� Kinetic molecular theory

� Ideal gas � Gas variable

relations P vs. V P vs. T T vs. V Combined gas law � Deviations from

ideal gas behavior

� Be able to calculate unknown V,P, or T using combined gas law

� Identify conditions under which real gases behave most like ideal gases

� Notes � Lab: Boyles Law (2) � Demo: P vs. T gas chambers

and the derivation of P/T = K law

� Worksheets: Gas law calculations

� Jeopardy interactive review

Textbook chapters 13 and 14 Jeopardy review computer

� Separation methods for mixtures

Filtration Distillation Chromatography Separatory funnel � Miscible vs.

immiscible liquids

� Identify method and properties used to separate different types of mixtures

� Separate a mixture of matter using physical separation techniques

� Apply separation techniques to understand how petroleum products are separated out of crude oil

� Apply separation techniques to understand how local waste water treatment facilities purify our drinking water

� Notes � Demos: distillation, separatory

funnel � Lab: Separation of a mixture

(4) � Articles and class discussions

on petroleum products and waste water treatment

Textbook chapter 2

Assessment(s) Quiz: heating and cooling curves Quiz: gas laws Lab: separation of a mixture Lab: Boyles' law Participation in discussions of drinking water and crude oil separation Jeopardy interactive review game Unit exam

Standards: Physical setting chemistry: 3.1kk; 3.1nn; 4.2b; 3.4a; 3.4b; 4.2c


Subject: Science Course Title: Regents Chemistry Unit: The Periodic Table #/Placement of Unit: 5 Duration: 1.5 weeks

Essential questions: (1) How did Mendeleev and other scientists begin to organize the known elements? (2) How is the modern periodic table organized? (3) What are the recurring properties that exist on the periodic table? (4) Relating back to atomic structure, how does the periodic table summarize or symbolize the structure of atoms for us?

Goals: (1) State the periodic law as it applies to the periodic table. (2) Explain how scientific ideas evolve as new information is discovered (3) Compare Mendeleev’s periodic table with that of our modern periodic table (4) Know the names and general properties of the elements in groups 1, 2, 17, and 18 (5) Describe the atomic structure of an atom using information given on the periodic table, including numbers and types of

subatomic particles, number of energy levels, nuclear charge. (6) Compare properties of metals, metalloids, and nonmetals (7) Understand why hydrogen is the “black sheep” of its family (8) State, with the help of reference table S, the periodic trends of elements, including metallic properties, reactivity,

electronegativity, first ionization energies, atomic radii, and ionic radii (9) Build a wall-size periodic table

Time Frame



1 week

� History of the periodic table

� Periodic law � Groups and

periods � Metals,

nonmetals, and metalloids

� Periodic trends

� Summarize the evolution of the periodic table

� Describe Mendeleev’s periodic table

� State what the Periodic Law is

� Classify and compare metals, nonmetals, and metalloids

� Locate metals, nonmetals, and metalloids on the periodic table

� Use reference table S to determine the periodic trends of electronegativity, first ionization energies, atomic radii, and ionic radii to predict how elements may behave during a chemical reaction

� Use the periodic table to determine the number of protons, neutrons, and electrons in any atom

� Notes via Blackboard � Inquiry activity: devising a

periodic table with unknown elements

� Discussion on the evolution of the periodic table

� Interactive “Atoms Family” short report from student groups

� Lab: periodic trends of metals (2)

� Display of metals, metalloids, and nonmetals

� Class activity: building a wall-size periodic table

� “Atomic Activities” from TheScience Teacher, March 1997

� Graph selected periodic trends for elements 1-18

� Worksheet for practice and comparison of periodic trends

� Jeopardy class review


� Blackboard � The Internet,

especially www.webelements.com

� Jeopardy computer review software


� Prentice Hall tutorial cd

Assessment(s) Lab write-up Jeopardy interactive review game Participation in “The Atoms Family” short report Participation in the classroom periodic table project Quiz or exam on the periodic table

Standards: M-S-T Standard 1: M1.1, S3.3 M-S-T Standard 2: Key Idea 1 M-S-T Standard 4: 3.1aa, 3.1bb, 3.1v, 3.1w, 3.1y, 3.1z, 5.2c, 5.2j


Subject: Science Course Title: Regents Chemistry Unit: Bonding #/Placement of Unit: 6 Duration: 3 weeks

Essential questions: (1) Referring back to atomic structure unit, WHY do atoms bond, and where in the atom does this bond occur? (2) What energy changes occur when bonds are formed and broken? (3) What are the differences between ionic and covalent bonds? (4) What are the differences between non-polar and polar covalent bonds? (5) What conditions must be met for molecules to be polar? (6) What type of intermolecular forces exist between molecules? (7) How does metallic bonding explain the properties of metals? (8) What types of intermolecular forces exist between molecules and ions.

Goals: (1) Use electronegativity differences and element classes to predict bond types. (2) Draw electron dot structures for elements. (3) Draw Lewis structures for molecules and polyatomic ions. (4) Determine the geometry of molecules from structures. (5) Determine the symmetry and polarity of molecules from structures (6) Predict the orientation of molecules and ions as a result of intermolecular forces. (7) Understand the concept of “like dissolves like” in everyday terms of solubility.

Time Frame



� Energy and bonds

� Bonds release energy when forming and absorb energy when breaking.

� Electron dot structures

� Lewis structures � Metallic bonding � “Sea of

electrons” � conductivity of

metals � Octet rule � Ionic Bonds � Properties of

ionic substances � Covalent bonds � polar � non-polar � double/triple

� Draw electron dot structures for atoms and ions

� Drawing Lewis structures for covalent compounds

� Using electronegativity to find bond type

� Using element class to find bond type (metal-nonmetal is ionic, two nonmetals are covalent)

� Notes via Blackboard � Lab: Covalent bonding

structures (2) � Worksheets: Ionic and

covalent structures � Intro activity: looking at salts

under the microscope; observe salt models

� Introductory demo: properties of salts, covalent compounds


� Textbook chapters 7 and 8 � Blackboard � Jeopardy review

computer software



tutorial cd

� Molecular geometry

� Linear � Bent

� Determine molecular geometry from Lewis structures

� Determine molecular polarity from bond type and molecular

� Lab: Covalent structures � Notes via Blackboard � Activity: build covalent

molecules with model kits

Textbook chapter 8 PowerPoint Blackboard

� Trigonal pyramidal

� Tetrahedral

� Polar molecule � Non-polar

molecule

geometry � Compare basic properties of

polar and nonpolar molecules, including solubility and boiling points

Intermolecular forces � Ion-dipole � Dipole-dipole � Hydrogen

bonding � Van der waals � “Like dissolves

like” principle

� Predict orientation of ions and water molecules in solutions

� Predict relative strength of intermolecular forces

� Predict effect of hydrogen bonding on boiling points

� Summarize how “like dissolves like” helps dry cleaners and detergents get out “dirt” as well as determine what will and what will not dissolve in water

� Notes via Blackboard � Lab: Intermolecular forces (2) � Textbook questions � Class discussion on solubility

rules based on “like dissolves like”

Textbook chapter 8 Blackboard

Assessment(s) Quiz: Bonding structures Quiz: Intermolecular attractive forces Lab: Covalent bonding Lab: Intermolecular forces Jeopardy interactive review game Unit exam

Standards: Physical setting chemistry: 3.1dd; 5.2g; 5.2a; 5.2e; 5.2�; 5.2c; 5.2i; 5.2b; 5.2n; 5.2d; 5.2j; 5.2k; 5.2h; 5.2m


Subject: Science Course Title: Regents Chemistry Unit: Solutions #/Placement of Unit: 7 Duration: 2.5 weeks

Essential questions: (1) What does it mean to dissolve? (2) What does it mean to be saturated, unsaturated, and supersaturated? (3) Referring back to bonding unit, why do some substances dissolve in water but others do not? (4) What factors affect solubility of substances in water? (5) How do scientists quantify the concentration of a solution? (6) What effect does adding a solute have on the boiling and freezing points of water?

Goals: (1) Write proper chemical notation for a solution. (2) Write a solvation chemical equation. (3) State the factors that affect solubility of a solute in water. (4) Use reference table F to determine if a compound is soluble in water or not. (5) Write ionic and net ionic chemical equations. (6) Use reference table G to determine the saturation points of solutes at different temperatures. (7) Use reference table H to understand how temperature affects vapor pressure and boiling points of liquids. (8) Calculate the concentrations of solutions using molarity and three other units listed on reference table T. (10) Describe and compare the effects of different solutes on the boiling and freezing points of water.

Time Frame



1.5 weeks

� Solution properties

� Types of solutions

� Factors affecting solubility

� Net ionic equations

� Precipitate � Solubility curves � Vapor pressure

� Define a solute, solvent, and solution

� Use proper notation to denote a solution

� Write a proper equation showing solvation of a solute in water

� Give examples of various kinds of solutions

� Explain three factors that affect solubility

� Use reference table F to determine if a solute is soluble or insoluble

� Write ionic and net ionic equations

� Use reference table G to determine if a given solution is saturated, unsaturated, or supersaturated.

� Use reference table G to determine how temperature affects solubility

� Use reference table H to determine effects of temperature on vapor P

� Notes via Blackboard � Soda taste test inquiry activity � Student volunteers to

demonstrate factors of solubility

� Worksheets on reference table F and solution equations

� Lab: net ionic equations (4) � Worksheet on reference table

G � Lab: temperature vs. solubility

(2) � Demo: boil water in a vacuum � Worksheet on reference table

H and vapor pressures


� Blackboard � NYS Chemistry



1 week

� Solution concentrations and calculations

� Colligative effects

� Calculate solution concentrations using molarity, parts per million, percent by mass, and percent by volume

� Know that reference table T has all the solution equations on it

� Properly make an assigned molar concentration of solution

� Explain the colligative effect of adding any solute to water

� Compare solutes to determine differing colligative effects

� Notes via Blackboard � Worksheets for concentration

calculations � Lab: colorimetry - make an

assigned molar solution (1) � Demo: boiling salty water � Worksheet on colligative

effects � Lab: super steam (2) � Lab: making ice cream (1) � Class discussion and problem

solving: which solute should we use to salt our roads with?



� Blackboard � Jeopardy Power

Point computer software

Assessment(s) Quiz on solution characteristics and reference tables F and G Board work volunteers to review math involved in worksheets Lab write-ups Participation in “road salt” discussion and decision Jeopardy interactive review game Test on solutions

Standards: M-S-T Standard 1: M1.1, M2.1, S1.3, S3.1, S3.3 M-S-T Standard 4: 3.1nn, 3.1oo, 3.1pp, 3.1qq, M-S-T Standard 6: 1, 2.1, 2.4, 5


Subject: Science Course Title: Regents Chemistry Unit: Kinetics and Equilibrium #/Placement of Unit: 8 Duration: 3 weeks

Essential questions: (1) How does surface area, concentration, temperature, pressure, bond type, and presence/absence of a catalyst affect RXN

rate? (2) How does a potential energy diagram illustrate the energy changes that occur during a chemical RXN? (3) What is equilibrium? (4) How do chemical systems at equilibrium respond to changes in pressure, temperature, and concentration? (5) What are nature’s two tendencies for chemical reactions? (6) How are entropy changes related to states of matter?

Goals: (1) Predict relative reaction rates given relative concentrations, temperatures, surface areas, and reactant type. (2) Connect reaction rates to previous learning about bonding to describe why the reaction occurs in the first place. (3) Label or interpret the components of a potential energy diagram. (4) Predict the direction a system at equilibrium will shift when subjected to stresses and how the final amounts of reactants

and products are affected. (5) Refer back to the solutions unit to understand why reactions occur quickly in solution. (6) Determine the sign of the entropy change for a chemical reaction and phase changes. (7) Predict whether or not a reaction will be spontaneous using heat of reaction and entropy change.

Time Frame



3 days

Reaction rates � Nature of

reactants � Concentration � Surface area � Pressure � Temperature � Catalyst

Collision theory � Effective

collisions

� Predict relative reaction rates under varying temperature, pressure, surface area, reactant bond types, and catalyst conditions

� State ways to speed up or slow down a chemical reaction rate

Notes via Blackboard Student Activities and Demonstrations:

� Powdered vs. whole Alka seltzer

� Alka seltzer in hot vs. cold water

� Concentrations of acid with magnesium over time

� Nature of reactants - sinking aluminum boats

� Cu and S reaction with and without CuSO4 catalyst

� Elephant’s toothpaste � Collision theory demonstrated

with soft baseball and bat � Textbook questions

� Textbook chapter 18

� PowerPoint � Blackboard

3 days

Potential energy diagrams

� Endothermic vs. exothermic

� Activation energy � Bonds

breaking/forming � Activated

complex � Heat of reaction � Effect of a

� Identify the components of an unlabelled PE diagram

� Predict or explain the effect of a catalyst on a PE diagram curve

� Identify the components of the reverse reaction

� Draw and label PE diagrams for endothermic and exothermic reactions

� Notes via Blackboard � PE diagrams worksheets � Introductory Demo:

endothermic and exothermic reactions; catalysts


� Blackboard � Textbook ch. 18 � Jeopardy review

computer software



tutorial cd

catalyst � Reverse

reactions 7 days

Equilibrium � Phase

equilibrium � Solution

equilibrium � Chemical

equilibrium LeChatelier’s Principle

� Temperature � Pressure � Concentration � Catalyst � Inert gases

� Identify the conditions under which a system may be at equilibrium

� Predict how chemical systems at equilibrium will shift and reactant and product concentrations will change in response to temperature, pressure, and concentration change stresses.

Notes via Blackboard Worksheets: LeChatelier’s Principle Demo: CuSO4 and KBr equilibrium Labs

� Water equilibrium (2) � LeChatelier’s Principle (2)

Class discussion: historical concept of the Haber process and everyday examples of equilibrium




2 days

Entropy � Random versus

ordered � Phases � Temperature

Natures two tendencies � Lower energy � Higher entropy

Free energy and spontaneous reactions

� Predict the sign of the entropy change for a chemical reaction

� Predict whether a reaction will be spontaneous or not using:

�G = �H - T�S

Notes via Blackboard Worksheet – entropy changes and predicting spontaneous reactions


� Blackboard � PowerPoint

Assessment(s) Quiz: PE diagrams Quiz: LeChatelier’s Principle Lab: Water equilibrium Lab: LeChatelier’s principle Unit exam: Kinetics & Equilibrium

Standards: Physical Setting Chemistry: 3.4d; 3.4f; 3.4h; 3.4i; 3.4j; 4.1c; 4.1d; 3.4g; 3.1��, 3.1mm


Subject: Science Course Title: Regents Chemistry Unit: Redox Reactions #/Placement of Unit: 9 Duration: 2.5 weeks

Essential questions: (1) How is a redox reaction identified? (2) How are the species oxidized and reduced identified? (3) What are half reactions and how are they written? (4) What are the components of a voltaic cell and how is the anode/cathode determined from the chemical reaction? (5) What is the purpose of a salt bridge? (6) What are the differences between voltaic and electrolytic cells? (7) How can it be determined whether or not a redox reaction is spontaneous? (8) How do batteries work?

Goals: (1) Determine oxidation numbers and use them to identify redox reactions. (2) Identify the species that are oxidized and reduced and identify the oxidizing and reducing agents in redox reactions. (3) Write half reactions. (4) Identify the components of a voltaic cell and apply those components to a single replacement reaction in order to explain

the function of a voltaic cell (5) Contrast the structure of voltaic and electrolytic cells. (6) Use Table J in the Regents Reference tables to predict whether a redox reaction is spontaneous or not.

Time Frame



1 week

� Oxidation number

� Oxidation � Reduction � Oxidizing agent � Reducing Agent � Half reaction

� Determine oxidation numbers � Write half reactions � Determine # of electrons

transferred � Identify species oxidized and

reduced � Identify oxidizing and

reducing agents � Balancing net redox reactions

� Notes via Blackboard � Lab: Redox Reactions (3) � Demonstration: Hungry

dragon � Worksheets: Redox reactions

and half reactions

� Textbook chapter 20 � NYS Regents

Chemistry reference tables


1.5 weeks

� Voltaic cell � Anode � Cathode � Salt bridge � Electrolytic cell � Electroplating � Spontaneous

reaction

� Identify the anode and cathode given a balanced equation

� Determine the migration of salt bridge ions

� Determine the mass increase/decrease of the electrodes

� Predict spontaneous redox reactions using table J.

� Notes via Blackboard � Demo: Voltaic cell Cu/Zn cell � Demo: electrolysis of water � Demo: potato clock � Construction of a voltaic cell

activity � Questions from textbook.


� NYS Regents chemistry reference tables


Assessment(s) Quiz: Redox reactions Quiz: Electrochemistry Lab write up: redox reactions Unit exam

Standards: Physical Setting Chemistry: 3.2d; 3.2e; 3.2f; 3.2g; 3.2h; 3.3b; 3.2i; 3.2j; 3.2k; 3.2�


Subject: Science Course Title: Regents Chemistry Unit: Acids, Bases, Salts #/Placement of Unit: 10 Duration: 3 weeks

Essential questions: (1) What are the operational properties of Arrhenius acids? (2) What are the operational properties of Arrhenius bases? (3) What is a neutralization reaction, and how does it occur? (4) How can scientists safely determine the pH of an acid or base? (5) What special precautions do scientists take when using acids or bases? (6) What are Bronsted-Lowry acids and bases, and what are conjugate acid base pairs?

Goals: (1) List five operational properties of an Arrhenius acid. (2) List five operational properties of an Arrhenius base. (3) Write an ionization equation for the dissociation of acids and bases in water. (4) Write a balanced chemical equation for the reaction of metals with acid. (5) Write a balanced neutralization equation, as well as its net ionic equation. (6) Name and write the proper formulas for common acids and bases. (7) Use reference table J to determine if an acid will react with a certain metal. (8) Use selected indicators to determine the pH of an acid or base. (9) Determine the pH of household cleaners, and determine which (acid or base) cleans different kinds of “dirts” more

effectively. (10) Perform a titration in order to calculate the molarity of an acid and a base. (11) Calculate the molar concentration of an acid or base using the titration formula. (12) Identify conjugate acid-base pairs in a Bronsted-Lowry acid-base reaction.

Time Frame



2 weeks

� Properties of acids

� Properties of bases

� Acid nomenclature

� Base nomenclature

� Reference table J

� pH scale � Indicators � Bronsted-Lowry

acid and base � Conjugate acid-

base pairs

� Write the proper name of a given acid and/or base.

� Write the proper chemical formula of a given acid/base.

� Use reference tables K and L to recall acid/base nomenclature

� List five properties of an acid � List five properties of a base � Understand the potential

hazards and how to safely use acids and bases

� Using table J, determine if a selected metal will spontaneously react with an acid

� Understand the set-up of the pH scale

� Use various indicators and reference table M to determine if a solution is acidic or basic, and what the pH value or range for the solution is

� Identify conjugate acid-base pairs

� Notes via Blackboard � Intro activity demos to observe

acid and base properties as well as potential hazards

� Worksheets for nomenclature practice

� Worksheet on conjugate acid-base pairs

� Reference table M indicator activity

� Household cleaners activity


� Blackboard � Vernier lab

probes � NYS Chemistry



tutorial cd

1 week

Salt formation Titration process Titration formula

� Determine the acid and base parents of a salt

� Use burettes to perform an acid/base titration

� Use the titration formula to determine the molar concentration of an acid and a base

� Apply acid/base properties to tie dying

� Notes via Blackboard � Worksheet for acid/base

parents of salt � Reference table T and practice

worksheet on the titration formula

� Lab: acid-base properties of salt solutions (2)

� Lab: acid/base titration (3) � Lab: tie dyes (2)


� Blackboard � Prentice Hall

tutorial cd

Assessment(s) Quiz on properties and nomenclature Participation in indicator activity and household cleaners activity Lab write-ups Test on acids, bases, and salts

Standards: M-S-T Standard 4: 3.1ss, 3.1tt, 3.1uu, 3.1vv, 3.1ww, 3.1xx, 3.1yy, 3.1zz, 3.4h, 3.4i, 3.1yy M-S-T Standard 6: 2.4, 3.2 M-S-T Standard 7: 1.2


Subject: Science Course Title: Regents Chemistry Unit: Organic Chemistry #/Placement of Unit: 11 Duration: 2.5 weeks

Essential questions: (1) Why is carbon the backbone of organic compounds? (2) What are hydrocarbons, and how do we both classify and name them? (3) What are some of the major kinds of substituted hydrocarbons? (4) How do we classify, identify, and name organic compounds from chemical and structural formulas? (5) How do we build or draw structural formulas from the chemical name or formula of an organic compound? (6) What are some common organic reactions that are used often in industry?

Goals: (1) Identify an organic compound from a mixture of organic and inorganic chemical formulas. (2) List the properties of organic compounds. (3) Summarize the bonding of carbon atoms and why it can be a backbone for organic molecules. (4) Identify saturated and unsaturated organic compounds from chemical and structural formulas. (5) Use reference tables P and Q to classify alkanes, alkenes, and alkynes. (6) Draw and build structural formulas for hydrocarbons and substituted hydrocarbons. (7) Classify, identify, and write chemical formulas and draw structural formulas for the different substituted hydrocarbons

listed on reference table R. (8) Use proper nomenclature in naming organic compounds from reference tables Q and R. (9) Identify isomers from a group of selected organic compounds, and draw an isomer of a given organic compound. (10) Summarize how selected organic reactions occur by stating the general kinds of reactants and predicted products. (11) Identify an organic reaction given its chemical equation. (12) Understand how industry uses fractional distillation to separate the physical mixture of organic compounds in crude oil.

Time Frame



1 week

� Properties of carbon and of organic compounds

� Three classes of hydrocarbons and reference tables P, Q

� Nomenclature of alkanes

� Writing chemical and structural formulas for hydrocarbons

� Saturated and unsaturated hydrocarbons

� Isomers of organic compounds

� Fractional distillation and oil refineries

� List 5-10 properties of organic compounds

� State properties of carbon that make it an ideal backbone for organic compounds

� Identify from a chemical formula the type of hydrocarbon a given organic compound is

� Properly name different straight chain and branched hydrocarbons

� Write the correct chemical formula for given hydrocarbons

� Identify an isomer of a given hydrocarbon

� Draw the structural formula for an isomer of a given hydrocarbon

� Summarize how fractional distillation separates the components in crude oil

� Notes via Blackboard � Intro question about eating

saturated and unsaturated fats…which is healthier and why

� Atom model kits to construct different hydrocarbon molecules as we learn them

� Summary chart of different hydrocarbon molecules

� Isomer building activity with a study buddy

� Article and class discussion on fractional distillation of crude oil

� Interactive Jeopardy review and colored chalk drawings

� Lab: organic structures (2)


� Blackboard � Atom model kits � Interactive

Jeopardy computer software


� NYS Chemistry reference tables

1.5

� Functional groups and reference table R

� Organic

� Classify substituted hydrocarbons given a structural or chemical formula

� Write the proper name of a

� Notes via Blackboard � Atom model kits to build

substituted hydrocarbons as we learn them


� Blackboard � Atom model kits

weeks

reactions substituted hydrocarbon � Draw and build the correct

structural formula of a substituted hydrocarbon

� Summarize 7 different organic reactions, included required reactants and expected products

� Summary chart � Paired activity: creating an

effectively memorable story for an organic reaction

� Lab: Synthesis of an ester (2)

� Interactive Jeopardy computer software

� Reference tables

Assessment(s) Quiz on hydrocarbons Participation in crude oil refinement discussion Participation in atom model building activities Quiz on substituted hydrocarbons Lab write-up Jeopardy interactive review game Test on organic chemistry

Standards: M-S-T Standard 4: 3.1ff, 3.1gg, 3.1hh, 3.2c M-S-T Standard 6: 3.1


Subject: Science Course Title: Regents Chemistry Unit: Nuclear Chemistry #/Placement of Unit: 12 Duration: 2 weeks

Essential questions: (1) Referring back to our formulas and equations unit, how are nuclear equations like chemical equations? (2) What is nuclear transmutation? (3) What are the 3 types of natural decay particles? (4) What are the rules for writing nuclear equations? (5) What is the half-life of a radioisotope? (6) What are the beneficial uses and hazards of radioactive isotopes?

Goals: (1) Write natural transmutation equations. (2) Identify the missing species in nuclear equations. (3) State how binding energy and proton-to-neutron ratios determine the stability of a nucleus. (4) Use half-life to calculate ages, fractions, and masses remaining or original masses of radioactive samples. (5) Identify positive uses and potential hazards of radioisotopes. (6) Appreciate a historical account of the events that happened at Chernobyl, Japan, and Los Alamos. (7) Understand that the Law of Conservation of Mass-Energy, learned in our behavior of matter unit, still holds true in nuclear

changes.

Time Frame



1 week

Nuclear particles � Alpha � Beta � Gamma rays � Neutrons � Positrons

Transmutation � Natural alpha,

beta and gamma decays

� Artificial reactions

� Fission reactions � Fusion reactions � Binding energy

and mass defect

� Write nuclear equations for alpha, beta+, and beta- decays

� Identify the missing species in a nuclear equation.

� Identify the type of nuclear reaction represented by a nuclear equation

� Use of reference tables N and O to complete nuclear equations

� Notes via Blackboard � Textbook questions � Worksheets: Nuclear

reactions � Cornell video on particle

accelerators (we could visit there maybe!)



� Interactive Jeopardy computer software


4 days

Half-life Decay product Geiger counter Radioisotope

Determine # of Half-lives from � Age of sample � Fraction remaining � Mass remaining

Predict original mass or mass remaining from fraction or # of half-lives Use of reference tables N and O to complete half-life calculations

� Notes via Blackboard � Textbook questions � Worksheet: half-life

calculations




1 day

Uses of radioisotopes � Radioactive

dating

Identify characteristics needed to be able to use a radioisotope for medical testing

Notes via Blackboard Chernobyl video and discussion Movie: Fat Boy and Little Man


� Prentice Hall

� Chemical reaction tracers

� Medical testing Dangers

� Radiation � Storage � Nuclear reactor

safety

tutorial cd

Assessment(s) Quiz: Nuclear reactions Quiz: Half life problems Discussions on video and movie Unit exam

Standards: Physical Setting Chemistry: 3.1a; 4.4c; 3.1p; 4.4b; 4.4f; 4.4c; 5.3b; 5.3c; 4.4e, 4.4d


Subject: Science Course Title: Regents Chemistry Unit: The Nature of Science/Lab Safety #/Placement of Unit: 13 Duration: 2 weeks

Essential questions: (1) What does the scientific method really look like? (2) What personal traits are essential to good scientists? (3) What are the basic tools of scientists, and how are they used? (4) What can scientists do to be safe in the lab? (5) How do scientists convert measurement units using dimensional analysis?

Goals: (1) Have an awareness of the different scientific processes used by scientists. (2) Use a genuine scientific method or process to provide sound data around a question or problem. (3) Exhibit objectivity and scrutiny while doing science. (4) Use scientific method terminology correctly and accurately, including hypothesis, observation, controlled experiment,

theory, and law. (5) Graph data using appropriately scaled and labeled axes. (6) Determine the relationship between the independent and dependent variables in an experiment. (7) Use proper and safe lab procedures. (8) Know the names and functions of common lab equipment. (9) Use lab equipment properly. (10) Measure accurately with lab equipment and record data precisely. (11) Identify significant figures in a measurement as (rounding well as calculations properly). (12) Calculate percent errors. (13) Know the metric units of measurements and the relationship between those and other non-metric units. (14) Convert metric and non-metric units using dimensional analysis. (15) Manipulate equations using algebraic rules.

Time Frame



2 weeks

� Scientific method � Lab equipment � Lab safety � Metric and non-

metric units � Dimensional

analysis with measurements

� Significant figures

� Scientific notation

� Precision and accuracy

� Percent error � Algebraic

equations

� Use basic scientific method vocabulary accurately

� Know how to write a lab report

� Design a controlled experiment around a question or problem

� Accurately and objectively collect data during an investigation

� Graph data and determine relationships between independent and dependent variables

� Analyze data to formulate conclusions or pose questions

� State the name and function(s) of common lab equipment

� Use lab equipment appropriately

� Measure accurately with lab equipment

� Write long numbers in scientific notation as well as write numbers given in scientific notation in long form

� Various articles on the scientific process

� Investigation activity: design and carry out a controlled experiment (3)

� Graphing exercises worksheet � Use lab equipment and create

summary chart of names, functions, how-to-use

� Demo-to-music: “Slide-baby, slide!” in the metric system

� Activity: measure “stuff” in our room…then convert it!

� Video –the metric system � Metric and non-metric units

conversions worksheet � Lab: Cookie conversions (2) � Accuracy and precision activity� Lab safety teacher demos � MSDS sheets activity � Lab: Using lab equipment (3)

� Blackboard � Websites on

MSDS sheets � Textbook ch. 1 � Vernier lab

probes � NYS Chemistry

reference tables � Prentice Hall

tutorial cd

� Determine significant figures in a measurement

� Calculate percent error � Use dimensional analysis to

convert between metric and non-metric units

� State and use safety rules of the lab

Assessment(s) Participation in scientific investigation Lab reports Lab equipment and safety quiz Measurement and conversions activity Accuracy and precision activity results

Standards: M-S-T Standard 1: M1.1, M2.1, S1.2, S1.3, S2.1, S2.3, S2.4, S3.1, S3.3

Self-Assessment/Reflection

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