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STANDARD :

Science Curriculum

ROCHESTER CITY SCHOOL DISTRICT

REGENTS CHEMISTRY

CURRICULUM

CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary

The essential vocabulary terms were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

The Conceptual Question

The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

SCIENCE PROCESSING SKILLS

Observing

· Using one or more of your senses to gather information about objects or events

· Seeing, hearing ,touching, smelling, or tasting or combinations of these

· Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.

· Scientific observations are always recorded

· Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying

· Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.

· Based on an identification process objects or events can be grouped according to similarities and differences

· Objects or events are placed into categories based on their identifiable characteristics or attributes.

· Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting

· Identifying observable or measurable similarities and differences between two or more objects, data, events or systems

· Using specific criteria to establish similarities and /or differences between two or more objects or events.

· Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring

· A statement, reasonable judgment or explanation based on an observation or set of observations

· Drawing a conclusion based on past experiences and observations

· Inferences are influenced by past experiences

· Inferences often lead to predictions

· Taking previous knowledge and linking it to an observation

· An untested explanation

Predicting

· Making a forecast of future events or conditions expected to exist

· Forecasting an expected result based on past observations, patterns, trends, data, or evidence

· Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted

· Using an inference to tell what will happen in the future

· Interpolated prediction is made between two known data points

· Extrapolated prediction is made outside or beyond known data points

Measuring

· Making direct and indirect comparisons to a standard unit

· Each measurement has a number and a unit

· Making quantitative observations or comparisons to conventional or non-conventional standards

· Instruments may be used to make reliable, precise, and accurate measurements

Communicating

· Verbal, graphic or written exchange of information

· Describing observations, procedures, results or methods

· Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing

· Making a possible explanation based on previous knowledge and observations

· Making an “educated” guess

· Proposing a solution to a problem based on some pertinent information on the problem

· Constructing an explanation based on knowledge of the condition

· Tells how one variable will affect the other variable

· A logical explanation that can be tested

· Identifying variables and their relationship(s)

· Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

Testing a Hypothesis/ Experimenting

· Following a procedure to gather evidence to support or reject the hypothesis

· Applying the scientific method to gather supportive or non-supportive evidence

· Testing variables and drawing conclusions based on the results

· Designing investigations to test hypotheses

· Testing how one variable affects the other

· Following a precise method to test a hypothesis

· Forming conclusions based on information collected

· Controlling variables to isolate how one will affect the other.

· Answering a research question

Making Models

· Creating representations of objects, ideas or events to demonstrate how something looks or works

· Models may be physical or mental representations

· Models can be computer generated

· Displaying information, using multi-sensory representations

Constructing Graphs

· Identifying dependent and independent variables and showing relationships

· Showing comparisons between two or more , objects or events

· Distribution of percentages

· Producing a visual representative of data that shows relationships, comparisons or distribution

· Labeling and scaling the axis

· Descriptive data – bar graph

· Continuous data – line graph

· Converting discreet data into pictures

Collecting and Organizing Data

· Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems

· Categorizing and tabulating the information to illustrate patterns or trends

· Recording measurements, male drawings, diagrams, lists or descriptions

· Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.

· Sorting, organizing and presenting information to better display the results

· Using titles, tables, and units for columns

Analyzing and Interpreting Data

· Looking for patterns, trends or relationships in the arrangement of data

· Deciding what the collection of information means

· Looking at pieces of data to understand the whole

· Looking at the independent and dependent variables and their relationship

· Looking for consistency and discrepancies in the data

· Making sense of the observations, data, etc.

Forming Conclusions

· Making final statements based on the interpretation of data

· Making a decision or generalization based on evidence supported by the data

· Telling whether the data supports the hypothesis or not

· A factual summary of the data

Researching Information

· Asking questions and looking for relevant information to answer it

· Using various methods and sources to find information

· Identifying variables and asking questions about it followed by gathering relevant information.

· Research questions may focus on one variable or the relationship between two variables.

· Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

Formulating Questions

· Asking the who, what, where, when, why, how, what if, of the problem, information, or even

· Using the given information to search for further understanding

· Asking textually explicit questions that can be answered by the text.

· Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating

· Making a judgment about the size or number of an item, or attribute without actually measuring it

· Making a judgment based on past experiences or familiarity

Identifying Variables

· Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships

· Showing the cause and effect relationship in respect to the variables

· Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.

· There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).

Controlling Variables

· Keeping variables consistent or constant throughout and experiment

· Controlling the effect or factors that influence the investigation

Forming Operational Definitions

· Tell how an object, item, idea, or model functions works or behaves

· Tells the purpose or the use of the object or model

· Tells what the term means and how to recognize it

Reading Scales and Instruments

· Identifying the intervals and scales

· Reading or counting the total number of scales , graduations or points

· Identifying initial and final measurements, counts or increments

Calibrating Instruments

· Setting the instrument to zero before beginning to use it

· Adjusting the instrument to measure exact with known copies

· Setting the instrument measures to a known standard

Following Procedures

· Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying Formulas

· Using theoretical formulas to a concrete or abstract situation

· Applying a theoretical measurement to a model

· Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting Scientific Illustrations

· Looking for connections, sequences and relationships amongst the components

· Identifying individual and multiple relationships

· Categorizing groups and individual entities

· Reading the label or description of the illustration

Sequencing

· Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria

· Identifying the elements and organizing them chronologically

Conduct an Investigation

· Identify the question or problem

· Conduct some preliminary research

· Identify the variables

· Develop and follow the procedures

· Make observations and collect data

· Analyze the information and report the results

Identifying Properties

· Selecting items, conditions or events based on specific attributes or features

Evaluating

· Making a judgment of worth or merit based on a set of criteria

· Deciding to approve or disapprove a based on some standard

· Asking how the data was obtained or how the information was collected

· Asking how the investigation was done

Seeking and Providing Evidence

· Searching for and sharing factual information

· Identifying relationships or proofs that support an argument

· Stating specific and significant or relevant information to support an idea, decision or argument

Making Decisions

· Gathering relevant information, or evidence to support a choice between alternatives

Manipulating Materials

· Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing

· Making a general statements from specifics, particulars, or components

Identifying Cause and Effect Relationships

· Recognizing the influence of the independent variable on the dependent variable

· Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing Tables

· Placing similar information into categories

· Ordering discrete information into groups to develop patterns, trends, etc

· Using columns and rows to distinguish elements and components of the information

Analyzing Results

· Determine the meaning of the data collected

· Identifying specific patterns from the information or effects

· Separating the information to understand the components

Interpreting Graphs

· Identify the variables and categories

· Look for relationships and patterns

· Look for sources of errors

· Asking what is evident from the information

· Can interpolations and extrapolations be made from the data

Interpreting Diagrams

· Tell what the objects, or items represents

· Tell what the diagram is a model of, or represents

· Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes

· Tell the sequence of events or the chronology of the elements

· Construct an explanation from the interrelated parts or components

REGENTS CHEMISTRY

PROCESS SKILLS

PROCESS SKILLS

PROCESS SKILLS

BASED ON STARNDARD 4

STANDARD 4 – The Physical Setting

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable.

STANDARD 4

The Physical Setting

STANDARD 4

The Physical Setting

continued

Key Idea 3:

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

· use models to describe the structure of an atom

· determine the number of protons or electrons in an atom or ion when given one of these values

· calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values

· distinguish between valence and non-valence electrons, given an electron configuration, e.g., 2-8-2

· draw a Lewis electron-dot structure of an atom

· classify elements as metals, nonmetals, metalloids, or noble gases by their properties

· compare and contrast properties of elements within a group or a period for Groups, 1,2,13-18 on the Periodic Table

· determine the group of an element, given the chemical formula of a compound, e.g., XCI or XCI

2

· explain the placement of an unknown element on the Periodic Table based on its properties

· classify an organic compound based on its structural of condensed structural formula

· draw a structural formula with the functional group(s) on a straight chain hydrocarbon backbone, when given the IUPAC name for the compound

· draw structural formulas for alkanes, alkenes, and alkynes containing a maximum of ten carbon atoms

· use a simple particle model to differentiate among properties of solids, liquids, and gases

· compare the entropy of phases of matter

· describe the processes and uses of filtration, distillation, and chromatography in the separation of a mixture

· interpret and construct solubility curves

· apply the adage “like dissolves like” to real-world situations

· interpret solution concentration data

· use solubility curves to distinguish among saturated, supersaturated, and unsaturated solutions

· given properties, identify substances as Arrhenius acids or Arrhenius bases

· identify solutions as acid, base, or neutral based upon the PH

· interpret changes and acid-base indicator color

· use particle models/diagrams to differentiate among elements, compounds, and mixtures

· distinguish between chemical and physical changes

· identify types of chemical reactions

· balance equations, given the formulas of reactants and products

· interpret balanced chemical equations in terms of conservation of matter and energy

· create and use models of particles to demonstrate balanced equations

· convert temperatures in Celsius degrees (°C) to kelvins (K), and kelvins to Celsius degrees

· describe the concentration of particles and rates of opposing reactions in an equilibrium system

· use collision theory to explain how various factors, such as temperature, surface area, and concentration, influence the rate of reaction

· distinguish between endothermic and exothermic reactions

· distinguish between heat energy and temperature in terms of molecular motion and amount of matter

· explain phase change in terms of the changes in energy and intermolecular distances

· compare and contrast fission and fusion reactions

· identify specific uses of some common radioisotopes, such as I-131 in diagnosing and treating thyroid disorders, C-14 to C-12 ratio in dating once-living organisms, U-238 to Pb-206 ratio in dating geological formations, and Co-60 in treating cancer

· demonstrate bonding concepts, using Lewis dot structures representing valance electrons:

· transferred (ionic bonding)

· shared (covalent bonding)

· in a stable octet

· distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds

TOPIC I

ATOMIC CONCEPTS

STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts

KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Major Understandings

Performance Indicators

Suggested Assessment

I.1

The modern model of the atom has evolved over a long period of time through the work of many scientists.

· Identify and explain the advantages and disadvantages of the various models of the atom.

· Describe now the model of the atom has changed from ancient Greek theory to the model accepted by scientists today.

· Compare and contrast the atomic models of ancient Greece, Dalton, Thomson, Rutherford and Bohr.

· Explain how Rutherford’s experiment resulted in the model of the atom.

· Identify characteristics of subatomic particles including mass, charge and location.

Vocabulary/Visuals

Suggested Activities

Conceptual Questions

Atom

Atomic mass unit

Electron

Neutron

Nucleus

Orbital

Proton

Wave-mechanical model

Rutherford

Bohr

Planetary model

· Videoclip- Scattering of alpha particles by gold foil (Scattering of alphaparticles.mov).

· Videos on the atomic models.

· Rutherford scattering experiment (using marbles or magnetic marbles to map out an unknown shape).

· How has the modern atomic model evolved from ancient theory to today?







I.2

Each atom has a nucleus, with an overall positive charge, surrounded by one or more negatively charged electrons.

· Describe the basic structure and charge of an atom.

· Identify the different regions of charge on a carbon-12 atom.

Vocabulary/Visuals



Subatomic particles

Isotopes

Orbital model

Charge cloud model

Bohr model

Rutherford model

· Student-made models, using various types of materials.

· Students present models to class, to discuss why/why not they are functional.

· How are the charges distributed around an atom?







I.3

Subatomic particles contained in the nucleus include protons and neutrons.

· Identify and describe the contents of the nucleus.

· Label the protons and neutrons in an atom.

· Draw a model of an atom that contains 12 protons, 13 neutrons, and 12 electrons.

· Identify the number of protons and neutrons contained in a chlorine-36 atom.

Vocabulary/Visuals



Subatomic particles

Protons

Neutrons

Nucleus

Nucleons

· Provide students with several atoms and their masses. Have students determine the number of protons and neutrons in each atom.

· Where are the protons and neutrons located in the atom?







I.4

The proton is positively charged and the neutron has no charge. The electron is negatively charged.

· Identify the charges on the subatomic particles.

· Determine the number of protons, electrons or neutrons based on their charges.

· Given Sodium-23: Determine the net charge of the nucleus, the region surrounding the nucleus, and the entire atom.

Vocabulary/Visuals



Positive charge

Negative charge

Anode

Cathode

Proton

Neutron

Electron

· Give each student a different atom with a specific mass. Have students draw a model that indicates the numbers of protons, neutrons, and electrons and their given charge.

· What distinguishes a proton from a neutron?

· How are charges distributed in an atom?







I.5

Protons and electrons have equal but opposite charges. The number of protons equals the number of electrons in an atom.

· Determine the number of protons or electrons in an atom or ion when given one of these values.

· Determine the net charge based on the number of protons and electrons.

· Determine the number of protons when given the number of electrons and vice versa.

Vocabulary/Visuals



Protons

Electrons

Net charge

Opposite charges

Positive charges

Negative charges

Atomic number

· Practice determining the number of protons and electrons in a given atom.

· How does the overall charge of an atom relate to the number of protons and electrons it has?







I.6

The mass of each proton and each neutron is approximately equal to one atomic mass unit. An electron is much less massive than a proton or a neutron.

· Calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values.

· Explain how the various subatomic particles contribute to the mass of the atom.

· Compare and contrast the masses of protons, neutrons and electrons.

· Define an atomic mass unit.

· Determine the atomic mass of various atoms.

Vocabulary/Visuals



Atomic mass

Atomic mass unit (amu)

· Practice calculating atomic mass.

· Determine the quantity of one subatomic particle given the other two.

· How is the mass of an atom calculated?







I.7

In the wave-mechanical model (electron cloud model), electrons are in orbitals, which are defined as the regions of the most probable electron location (ground state).

· Explain how electron density or position are determined with various models.

· Compare and contrast the electron cloud model to other models.

· Analyze and explain the advantages of the electron cloud model.

Vocabulary/Visuals



Orbitals

Electron cloud model

Ground state

Energy levels

· Demonstrate how electrons move from one energy level to another.

· How does the electron cloud model of the atom explain the structure of the atom?

· How does the electron cloud model explain distribution of electron?







I.8

Each electron has its own distinct amount of energy.

· Describe the properties and energy of electron in various states.

· Identify the position of various electrons and their corresponding energy levels.

· Determine the number of electrons in each energy level for an atom if the electrons are in the ground state.

Vocabulary/Visuals



Energy level

Electronic configuration

· Practice writing electron configurations of various elements.

· Determine how many electrons are in each energy level for a given atom.

· How are electrons identified?







I.9

When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state).

· Distinguish between ground state and excited state electron configurations.

· Determine the electronic configuration of various atoms in the ground state and excited state.

Vocabulary/Visuals



Energy level

Excited state

Ground state

· Practice writing the electronic configuration of various elements in an excited state.

· How do electrons within an atom move to a higher energy level?

- lower energy level?







I.10

When an electron returns from a higher state to a lower energy state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.

· Identify an element by comparing its bright-line spectrum to given spectra.

· Explain how an electron gives of energy by returning to the ground state.

· Plot elements along the line the electromagnetic spectrum.

· Identify elements in excited state or ground state.

· Determine the energy emitted by an electron returning to the ground state

· Explain what happens when you move from red to violet along the continuous spectrum.

Vocabulary/Visuals



Spectrum

Hertz

Frequency

Continuous spectrum

Bright line spectrum

Wavelength

· Flame test lab

· Using a gas emission tube, have students identify an unknown gas using a spectroscope.

· Why do elements give off different colors when in a flame test?







I.11

The outermost electrons in an atom are called the valence electrons. In general, the number of valence electrons affects the chemical properties of an element.

· Distinguish between valence and non-valence electrons, given an electron configuration.

· Draw a Lewis electron-dot structure of an atom.

· Identify the valence electrons of various elements.

· Draw a Lewis electron-dot structure for a chlorine atom.

Vocabulary/Visuals



Lewis electron-dot structure

Valence electron

Electron configuration

S and P sublevels

Orbital

· Make models of various atoms.

· Make models of molecules that relate to various substances:

NaCl, Sugar, Carbon, Oxygen

· What are valence electrons and why are they important?




Major Understanding



I.12

Atoms of an element that contain the same number of protons but different numbers of neutrons are called isotopes of that element.

· Compare and contrast isotopes of an element.

· Define an isotope.

· Determine the number of protons, neutrons and electrons of an isotope from its name or symbol.

Vocabulary/Visuals



Isotope

· Determine numbers of subatomic particles using atomic number and mass number.

· What is an isotope?







I.13

The average atomic mass of an element is the weighted average of the masses of its naturally occurring isotopes.

· Calculate the atomic mass of an element, given the masses and ratios of naturally occurring isotopes.

· Given an atomic mass, determine the most abundant isotope

· Calculate the average atomic mass of an element given the relative abundance of its naturally occurring isotopes.

· Identify the most abundant isotope given the average atomic mass.

Vocabulary/Visuals



Excited state

Ground state

Spectrum/spectra

Valence electrons

Average atomic mass

Abundance

Mass number

Naturally occurring

Weighted average

· Isotope Lab- using different colored marbles in paper cups, explore mass differences and weighted averages.

· Investigate the most abundant isotope of some common elements.

· Why are the masses on the periodic table not whole numbers?

TOPIC II

PERIODIC TABLE

STANDARD 4: The Physical Setting/Chemistry – Periodic Table



Major Understanding



II.1

The placement or location of elements on the periodic table gives an indication of the physical and chemical properties of that element. The elements on the periodic table are arranged in order of increasing atomic number.

· Explain the placement of an unknown element on the Periodic Table based on its properties.

· Arrange the elements on the periodic table based on their atomic number.

· Distinguish between chemical and physical properties.

· Identify physical and chemical properties of different areas of the periodic table.

· How are elements arranged on the periodic table?

Vocabulary/Visuals



Chemical properties

Atomic number

Periodic table

Periodic law

Physical properties

Period

Row

Group

Gamily

Mendeleev

Mosley

· Compound jumble- organizes a set of oxides, chlorides and hydrides into categories.

· Video of the reactions of alkali metals with water.

· Mendeleev Lab: Provide students with cards describing the properties of many elements. Have them arrange the cards in groups and rows with similar properties. Then give students cards of unknown elements and have them insert the unknown elements into the appropriate group and row based on their characteristics.

· What are the chemical properties of each type of element (metal, nonmetal, etc.)?

· How are elements arranged on the periodic table?




Major Understanding



II.2

The number of protons in an atom (atomic number) identifies the element. The sum of the protons and neutrons in an atom (mass number) identifies an isotope. Common notations the represent isotopes include: carbon-14, C-14 and 14C.

· Identify a given element based on atomic number.

· Explain how isotopes are identified.

· Interpret and write isotopic notation.

· Identify the number of electrons and protons for any given atom or ion.

· Determine the number of neutrons in an atom when given the mass number.

· Write two isotopes of oxygen.

· Distinguish between atomic number (number of protons) and mass number (number of protons and neutrons).

Vocabulary/Visuals



Mass number

Isotope

· Draw models of an atom to represent two isotopes.

· Complete a chart of various atoms and ions to identify the atomic number, mass number, charge, protons, neutrons, and electrons.

· What is the difference between an atom and an ion?

· What is an isotope?




Major Understanding



II.3

Elements can be classified by their properties and located on the periodic table as metals, nonmetals, metalloids (B, Si, Ge, As, Sb, Te) or noble gases.

· Classify elements as metals, nonmetals, metalloids, or noble gases by their properties.

· Explain the placement of an unknown element on the Periodic Table based on its properties.

· Identify the location of metals, non-metals, metalloids, and noble gases on the periodic table.

Vocabulary/Visuals



Period

Group

Family

Metal

Metalloid

Non-metal

Alkali metals

Alkaline Earth metals

Halogens

Noble gases

· Practice the identification of elements based on specific properties.

· Given specific properties, determine the location of an element on the periodic table.

· Color-code a periodic table to indicate the location of metals, non-metals, metalloids, and noble gases.

· What are the properties of metals, non-metals, and metalloids?




Major Understanding



II.4

Elements can be differentiated by their physical properties. Physical properties of substances, such as density, conductivity, malleability, solubility and hardness, differ among elements.

· Classify elements as metals, nonmetals, metalloids, or noble gases by their physical properties.

· Describe the states of the elements at STP.

· List the physical characteristics of metals, nonmetals, metalloids, and noble gases.

· List two elements that are liquids at STP.

Vocabulary/Visuals



Density

Conductivity

Malleability

Solubility

Hardness

Periodic Chart:

· Assign groups to (groups) students. Students should research and present group characteristics to class.

· Lab: Compare the physical properties of several different elements.

· What are the different physical characteristics of a metal, metalloid and nonmetals?




Major Understanding



II.5

Elements can be differentiated by chemical properties. Chemical properties describe how an element behaves during a chemical reaction.

· Classify elements as metals, nonmetals, metalloids, or noble gases by their chemical properties.

· Differentiate between a chemical and a physical property.

· Identify groups of elements based on their chemical properties and interactions.

Vocabulary/Visuals



Reactivity

· Identify a list of characteristics as either physical or chemical.

· Demonstrate reactions with certain groups/families of elements.

· Predict the chemical behavior of elements based on their location on the periodic table.

· How do the chemical properties of an element determine the behavior?


KEY IDEA #5: Matter Energy and matter interact through forces that result in changes in motion..


Major Understanding



II.6

Some elements exist in two or more forms in the same phase. These forms differ in their molecular or crystal structure and hence their properties.

· Explain how molecular structure and both chemical and physical properties influence physical state.

· How are graphite and a diamond both similar and different?

Vocabulary/Visuals



Allotrope

Molecular structure

Crystal structure

· Have students compare and contrast the physical and chemical properties of oxygen (O

2

) and Ozone (O

3

).

· How can two substances that are made out of the same element be so different? (ex. diamond and coal)




Major Understanding



II.7

For Groups 1, 2 and 13 through 18 on the periodic table, elements within the same group have the same number of valence electrons (helium is an exception) and therefore similar chemical properties.

· Determine the group of an element, given the chemical formula of a compound, e.g., XCl or XCl

2

.

· Explain why valence electrons give elements their specific properties.

· Identify the group of an element based on the given chemical formuli.

· Determine the number of valence electrons in an atom.

· Explain why elements have various properties.

Vocabulary/Visuals



Valence electrons

Kernel

· Provide students with a list of elements and have them determine the correct number of valence electrons.

· Examine several chemical compounds. Using the subscripts, predict the family that each element belongs to.

· How can subscripts/formulas be used to determine location on the periodic table?

· What do all of the elements in a group have in common?

· How do valence electrons affect the chemical properties of elements?




Major Understanding



II.8

The succession of elements within the same group demonstrates characteristic trends: differences in atomic radius, electro-negativity, first ionization energy, and metallic/nonmetallic properties.

· Compare and contrast properties of elements within a group for Groups 1, 2,

13-18 on the Periodic Table.

· Describe the factors that cause the periodic trends to change as you move down a group.

· Describe the trend in metallic character as you go down a group.

· Why does first ionization energy decrease as you go down a group?

Vocabulary/Visuals



Shielding effect

· Using Table S, graph electronegativity, ionization energy and atomic radii separately for a specific group. Observe the trends shown.

· How do the properties of elements (atomic radius, electronegativity, first ionization energy, and metallic properties) change as you move within groups of elements?




Major Understanding



II.9

The succession of elements across the same period demonstrates characteristic trends: differences in atomic radius, electro-negativity, first ionization energy, and metallic/nonmetallic properties.

· Compare and contrast properties of elements within a period for Groups 1, 2, 13-18 on the Periodic Table.

· Describe the factors that cause the changes in the periodic trends as you move from left to right across a row.

· Describe the trend in fist ionization energy as you move from left to right across a period.

· Identify how the electronegativity changes as you move from left to right across a period.

· Explain why atomic radius decreases as you move across a period.

Vocabulary/Visuals



Atomic radius

Electronegativity

First ionization energy

Metallic properties

Nonmetallic properties

Trend

· Using Table S, graph electronegativity, ionization energy and atomic radii separately for a specific group. Observe the trends shown.

· What changes occur to atomic radius, electronegativity, first ionization energy, and metallic/nonmetallic properties as you move across a period?

TOPIC III

MOLES / STOICHIOMETRY

STANDARD 4: Moles/ Stoichiometry

KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.


Major Understanding



III.1

A compound is a substance composed of two or more different elements that are chemically combined in a fixed proportion. A chemical compound can be represented by a specific chemical formula and assigned a name based on the IUPAC system.

· Determine the name of simple chemical formulas based on the IUPAC system.

· Explain how compounds are formed.

· Determine the chemical formula of compounds when given the IUPAC name.

· Given a compound, write its formula.

· Given a compound, provide its IUPAC name.

· What are the characteristics of a compound?

Vocabulary/Visuals



Compound

Element

Chemically combined

Chemical formula

IUPAC system

Subscript

Fixed proportion

Symbol

· Practice formula writing and naming compounds.

· Compare and contrast elements and mixtures.

· What is a compound?

· How are compounds named?




Major Understanding



III.2

Types of chemical formulas include: empirical, molecular, and structural.

· Categorize chemical formulas as empirical, molecular, and structural.

· Given a molecular formula, provide the empirical and structural formula.

· Write the empirical formula for a given molecular formula.

· Compare and contrast empirical and molecular formulas

Vocabulary/Visuals



Empirical formula

Molecular formula

Structural formula

· Build structural formulas from molecular formulas

· Write empirical formulas from molecular compounds.

· Complete a Venn diagram for the three types of chemical formulas.

· How are empirical and molecular formulas related?



Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.

Major Understanding



III.3

The empirical formula of a compound is the simplest whole-number ratio of atoms of the elements in a compound. It may be different from the molecular formula, which is the actual ratio of atoms in a molecule of that compound.

· Determine the molecular formula when given the empirical formula and the molecular mass.

· Determine the empirical formula from a molecular formula.

· Given a molecular formula, provide the empirical formula.

· If the empirical formula for a compound is CH

2

and the molecular mass is 42 g/mol, then what is the molecular formula?

Vocabulary/Visuals



Empirical formula

Molecular formula

Ratio

· Empirical formula lab

· Empirical and molecular formulas worksheet

· How are empirical formulas similar to and different from molecular formulas?




Major Understanding



III.4

In all chemical reactions there is a conservation of mass, energy, and charge.

· Interpret balanced chemical equations in terms of conservation of matter and energy.

· Balance chemical equations.

· Using a balanced chemical equation, explain how mass is conserved.

Vocabulary/Visuals



Chemical reactions

Law of conservation of mass

Law of conservation of energy

Law of conservation of charge

· Use a simple recipe to demonstrate the need to alter amounts to fit the desired number of servings.

· Practice balancing equations.

· How is mass conserved in a chemical reaction?




Major Understanding



III.5

A balanced chemical equation represents conservation of atoms. The coefficients in a balanced chemical equation can be used to determine mole ratios in the reaction.

· Balance equations, given the formulas for reactants and products.

· Interpret balanced chemical equations in terms of conservation of matter and energy.

· Calculate simple mole-mole stoichiometry problems, given a balanced equation.

· Create and use models of particles to demonstrate balanced equations.

· Apply the smallest whole number coefficients to balance chemical equations.

· Given a number of moles of reactant, determine how many moles of product can be produced.

· Determine the number of moles, atoms and mass of reactants in balanced equation.

· Explain the difference between subscripts and coefficients.

Vocabulary/Visuals



Coefficients

Mole ratios

Balanced chemical equation

· Mass-mole lab.

· Write mole ratios based on the balanced equation.

· Practice balancing equations.

· Calculate mole-mass problems.

· Why is it necessary to balance equations?

· What are the steps in balancing an equation?




Major Understanding



III.6

The formula mass of a substance is the sum of the atomic masses of its atoms. The molar mass (gram-formula mass) of a substance equals one mole of that substance.

· Calculate formula mass and gram-formula mass.

· Determine the number of moles of a substance, given its mass.

· Determine the mass of a given number of moles of a substance.

· Calculate the formula masses or gram-formula masses of NaCl and Al

2

(SO

4

)

3

.

· How many moles of NaCl are contained in 2.5 grams of NaCl.

· How many grams of NaCl are in 5.0 moles of NaCl?

· Define a mole.

Vocabulary/Visuals



Atomic mass

Gram formula mass

Mole

Molar mass

Formula mass

· Practice calculating gram-formula mass and formula mass.

· Lab: Gram-formula mass

· Convert moles to mass and mass to moles.

· How do you find the mass of a compound?

· How are moles related to grams?




Major Understanding



III.7

The percent composition by mass of each element in a compound can be calculated mathematically.

· Calculate the percent composition of each element in a compound.

· Determine the percent composition of water in a hydrate.

· Given two samples containing oxygen, determine which sample has the greater composition of oxygen.

· Determine the percent composition of the elements in a formula.

Vocabulary/Visuals



Percent composition

· Lab: Percent composition of a hydrated salt.

· Practice calculating the percent composition of various compounds.

· How can the percent composition of a compound be determined?

· What percentage of glucose (

6

12

6

O

H

C

) is made up of oxygen?



Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.

Major Understanding



III.8

Types of chemical reactions include synthesis, decomposition, single replacement, and double replacement.

· Identify the types of chemical reactions.

· Given different reactions, classify each into the categories of: synthesis, decomposition, single replacement, double replacement.

· How are synthesis and decomposition reactions different?

Vocabulary/Visuals



Synthesis reaction

Decomposition reaction

Single replacement reaction

Double replacement reaction

· Lab: Types of chemical reactions.

· Demo: Patriotic colors (reaction types).

· Practice identifying the different types of chemical reactions.

· What are the different types of chemical reactions?

TOPIC IV

BONDING

STANDARD: STANDARD: The Physical Setting/Chemistry – Bonding

KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.


Major Understanding



IV.1

Compounds can be differentiated by their chemical and physical properties.

· Distinguish among ionic, molecular, and metallic substances given their properties.

· Distinguish between chemical and physical properties.

· Identify compounds based on their chemical and physical properties.

· List the chemical and physical properties of various components.

Vocabulary/Visuals



Chemical property

Physical property

Compound

· Categorize the physical properties of compounds.

· Categorize the chemical properties of compounds.

· Identify of compounds (substances) based on their chemical and physical properties.

· Identification of unknown substances – lab.

· How are compounds different from each other?


KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.

Major Understanding



IV.2

The two major categories of compounds are ionic and molecular (covalent) compounds.

· Distinguish between ionic and covalent compounds.

· Identify ionic compounds.

· Identify covalent compounds.

· Compare and contrast ionic and covalent compounds.

Vocabulary/Visuals



Ionic compound

Molecular (covalent) compound

· Practice identification of ionic and covalent compounds based on specific criteria.

· What are the types of chemical compounds?




Major Understanding



IV.3

Chemical bonds are formed when valence electrons are: transferred from on atom to another (ionic), shared between atoms (covalent), mobile within a metal (metallic).

· Describe how ionic, covalent and metallic bonds are formed.

· Demonstrate bonding concepts using Lewis dot structures representing valence electrons: transferred (ionic bonding); shared (covalent bonding); in a stable octet.

· Explain the role of electrons in the formation of ionic, covalent, and metallic substances.

· Draw Lewis dot diagrams to represent the following compounds:

NaCl, CH

4

CaCl

2

CO

2

Vocabulary/Visuals



Chemical bond

Ionic bond

Covalent bond

Metallic bond

Valence electron

Mobile

Bond bypes

· Practice writing equations for ionic and covalent bonds.

· Use Lewis dot structures to represent the valence electrons in ionic and covalent compounds.

· What is the role of valence electrons in a chemical bond?




Major Understanding



IV.4

In a multiple covalent bond, more than one pair of electrons is shared between the atoms.

· Explain how multiple covalent bonds are formed.

· Identify multiple covalent bonds.

· Describe how multiple covalent bonds are different from single bonds.

· Use a Lewis dot diagram to show the bonding in

2

O

and

2

N

.

Vocabulary/Visuals



Molecular substances

Single bonds

Double bond

Triple bond

Unsaturated compound

Saturated compound

· Construct models and diagrams to show how bonds are formed between various elements. Include examples for single, double, and triple bonds.

· How are covalent bonds formed?

· How are single, double, and triple covalent bonds different from each other?




Major Understanding



IV.5

Molecular polarity can be determined by the shape of the molecule and the distribution of the charge. Symmetrical (non-polar) molecules include CO2, CH4, and diatomic elements. Asymmetrical (polar) molecules include HCl, NH3 and H2O.

· Explain what causes some molecules to be polar/non-polar.

· Identify molecules that are polar and non-polar.

· Identify the factors that affect polarity in molecules

· Compare and contrast polar and non-polar molecules (structure and interaction).

Vocabulary/Visuals



Nonpolar molecules

Polar molecules

Symmetrical

Asymmetrical

Distribution of charge

Diatomic

Polarity

Nonpolar bond

Polar covalent bond

Dipole

Dipole moment

· Construct models of polar and nonpolar molecules using molecular modelt kits.

· Categorize molecules as polar or nonpolar based on the shape of the molecule or the distribution of the charge.

· What determines the polarity of a bond? of a molecule?




Major Understanding



IV.6

When an atom gains one or more electrons, it becomes a negative ion and its radius increases. When an atom loses one or more electrons, it becomes a positive ion and its radius decreases.

· Explain how negative and positive ions are formed.

· Describe the characteristics of positive and negative ions.

· Identify examples of and describe how positive ions are formed.

· Identify examples of and describe how negative ions are formed.

· Compare the size of a chlorine ion to the size of a chlorine atom.

· Compare the size of a calcium ion to the size of a calcium atom.

Vocabulary/Visuals



Atomic radii

Ion

Negative ion

Anion

Positive ion

Catron

· Have students draw models of several atoms which show the number of protons and neutrons in the nuclei and the electrons in each energy level. Then have students draw pictures of the atoms after they have become ions. Compare the radii of each. Draw a generalization comparing atomic radii of atoms compared to positive and negative ions.

· How are ions formed?

· How does gaining or losing an electron affect the size of an ion?




Major Understanding



IV.7

When a bond is broken, energy is absorbed. When a bond is formed, energy is released.

· Describe the changes in energy when bonds are formed and broken.

· Determine the amount of energy transformed when bonds are formed or broken.

· Compare the amount of energy present in individual atoms to the amount of energy after they have bonded together.

Vocabulary/Visuals



Bond energy

· Use magnets to simulate the energy needed to break a bond. Place the opposite poles of the magnets toward each other and let them “clamp together” in a position of lower energy. Work is required to separate the magnets so energy is absorbed as bonds are broken.

· How is energy involved in bond formation?




Major Understanding



IV.8

Atoms attain a stable valence electron configuration by bonding with other atoms. Noble gases have a stable valence state and tend not to bond.

· Determine the noble gas configuration an atom will achieve when bonding.

· Explain how bonding produces stability.

· Explain the relationship between valence electrons and stability.

· In the compound NaC1, the electron configuration of the sodium and chlorine ions are the same as what two noble gases?

Vocabulary/Visuals



Valence electron

Noble gas configuration

Inert

Octet rule

· Use a Lewis dot diagram to show atoms that have noble gas configurations after bonding.

· Why do atoms bond to other atoms?




Major Understanding



IV.9

Physical properties of substances can be explained in terms of chemical bonds and intermolecular forces. These properties include conductivity, malleability, solubility, hardness, melting point and boiling point.

· Compare the physical properties of substances based on chemical bonds and intermolecular forces.

· Identify substances as ionic, molecular, or metallic based on their physical properties.

· Explain the relationships between chemical bonds and physical properties.

Vocabulary/Visuals



Intermolecular forces

Network solid

Lab: Determine the physical properties listed below for several substances.

Conductivity

Solubility

Hardness

Melting point

Boiling point

Categorize these compounds as ionic or covalent based on these properties.

· What are the physical properties of ionic bonds? covalent bonds?

STANDARD: The Physical Setting/Chemistry – Bonding



Major Understanding



IV.10

Electron-dot diagrams (Lewis structures) can represent the valence electron arrangement in elements, compounds and ions.

· Demonstrate bonding concepts, using Lewis dot structures representing valence electrons in a stable octet:

· Transferred (ionic bonding)

· Shared (covalent bonding)

· Relate bonding to the octet rule (noble gases) as represented by Lewis dot structures.

· Draw electron configurations using Lewis dot diagrams to demonstrate the arrangement of electrons in elements, ions, and compounds.

Vocabulary/Visuals



Lewis dot diagrams

Electron arrangement

· Practice drawing electron-dot diagrams for various elements, both atoms and ions.

· Build models of atoms and their electronic configuration.

· How can a diagram be used to show the arrangement of electrons in a compound?

STANDARD: The Physical Setting/Chemistry – Bonding



Major Understanding



IV.11

Electronegativity indicates how strongly an atom of an element attracts electrons in a chemical bond. Electronegativity values are assigned according to arbitrary scales.

· Explain how electronegativity influences chemical bonding.

· Determine the type of bonding that occurs based on the electronegativity difference between atoms.

· Define electronegativity.

· Compare the electronegativity of various atoms in a bond and indicate the atom which attracts the electrons more strongly.

· Explain the relationship between electronegativity and the types of chemical bonds.

· Explain why the electrons are not shared equally between oxygen and hydrogen in a molecule of water.

Vocabulary/Visuals



Electronegativity

Arbitrary scale

· Chart the electronegativity of elements on the periodic table to develop patterns of strongest to weakest potentials.

· How does electronegativity influence bonding?


KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.

Major Understanding



IV.12

The electronegativity difference between two bonded atoms is used to assess the degree of polarity in the bond.

· Determine the degree of polarity by calculating the electronegativity difference in chemical bonds.

· Distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds based on the electronegativity differences.

· Determine the polarity of bonds by calculating the difference in electronegativity.

· Categorize covalent bonds as polar or nonpolar based on the electronegativity difference.

Vocabulary/Visuals



Degree of polarity

· Calculate the electronegativity differences between atoms in a bond.

· Identify bonds as polar covalent or nonpolar covalent based on the electronegativity differences.

· How do you know if a bond is polar or nonpolar?



Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.

Major Understanding



IV.13

Metals tend to react with non-metals to form ionic compounds. Non-metals tend to react with other non-metals to form molecular (covalent) compounds. Ionic compounds containing polyatomic ions have both ionic and covalent bonding.

· Differentiate between the types of atoms involved in the bonding of ionic and covalent compounds.

· Describe ionic bonding and covalent bonding.

· Identify ionic and covalent compounds based on the elements that make-up the compound.

· Identify the ionic and covalent bonds in a polyatomic compound.

Vocabulary/Visuals



Polyatomic ions

· Categorize compounds as ionic or covalent based on the types of atoms that make up the compound.

· What types of atoms form an ionic bond? a covalent bond?

TOPIC V

PHYSICAL BEHAVIOR

OF MATTER

STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter

KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them


Major Understanding



V.1

Matter is classified as a pure substance or as a mixture of substances.

· Distinguish between pure substances and mixtures of substances.

· Given a list of formulas:

- classify substances as pure substances or

as a mixture of substances.

Vocabulary/Visuals



Matter

Pure substances

Mixture

· Investigate substances as pure or as a mixture.

· What is a pure substance?



Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them

Major Understanding



V.2

The three phases of matter (solids, liquids and gases) have different properties.

· Use a simple particle model to differentiate among properties of solids, liquids, and gases.

· Compare and contrast the properties of solids, liquids and gases.

· Draw a particle model diagram to show the properties of solids, liquids, and gases.

Vocabulary/Visuals



Solid

Liquid

Gas

· Practice classifying materials to determine whether it is a solid, liquid or gas.

· Build models to represent solids, liquids and gases.

· How are the characteristics of solids, liquids and gases different?




Major Understanding



V.3

A pure substance (element or compound) has a constant composition and constant properties throughout a given sample, and from sample to sample.

· Use particle models/ diagrams to differentiate among elements, compounds, and mixtures.

· Define a pure substance in terms of composition and properties.

· Identify the properties and composition of various pure substances.

· Classify substances as pure based on composition and properties.

· Draw a particle diagram to demonstrate the differences between elements, compounds, and mixtures.

Vocabulary/Visuals



Pure substance

Constant composition

Constant properties

Compound

Element

· Compare the properties and composition of various substances to determine their purity.

· Have students draw particle model diagrams showing Sodium (Na, solid), chlorine (C1

2

, gas) Iron (Fe, solid), Salt (NaC1, solid), and a mixture of salt and iron.

· How can a substance be classified as pure?



Performance indicator3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them

Major Understanding



V.4

Elements are substances that are composed of atoms that have the same atomic number. Elements can not be broken down by chemical change.

· Define an element.

· Explain how a carbon atom is different from an oxygen atom.

· Distinguish a specific element from various other atoms, compounds and mixtures.

Vocabulary/Visuals



Chemical change

Elements

· Conduct research on various elements.

· Mini-activity: Identify elements from examples of elements, compounds, and mixtures.

· Why are elements considered pure?




Major Understanding



V.5

Mixtures are composed of two or more different substances that can be separated by physical means. When different substances are mixed together, a homogeneous or heterogeneous mixture is formed.

· Distinguish between a homogenous and heterogeneous mixture.

· Define heterogeneous mixture and homogeneous mixture.

· Classify mixtures as homogeneous and heterogeneous.

· Differentiate between mixtures, elements, and compounds.

Vocabulary/Visuals



Mixture

Physical property

Physical change

Homogenous

Heterogeneous

· Observe several mixtures and categorize the mixtures as homogeneous or heterogeneous.

· Prepare homogenous and heterogeneous mixtures.

· What is a mixture?




Major Understanding



V.6

The proportion of components in a mixture can be varied. Each component in a mixture retains its original properties.

· Explain why mixtures can be easily separated by physical means.

· Identify the properties of mixtures.

· Determine the compounds and their relative concentration that make up a mixture.

· Explain how 10-k, 14-k, and 18-karat gold are mixtures.

· Compare and contrast 10-k, 14-k, and 18-k gold.

Vocabulary/Visuals



Proportion

Relative concentration

Alloy

· Prepare mixtures of varying concentrations.

· Separate the components in various mixtures.

· Draw a particle model to represent the differences between 10-karat, 14-karat, and 18-karat gold.

· Why doesn’t everyone’s Kool-Aid taste the same?




Major Understanding



V.7

Differences in properties such as density, particle size, molecular polarity, boiling point and freezing point, and solubility permit physical separation of the components of the mixture.

· Identify and differentiate the physical properties that promote the physical separation of mixtures.

· Describe the process and use of filtration, distillation, and chromatography in the separation of a mixture.

· How would you separate a dry mixture of sulfur, iron, and sugar?

· What properties did you observe in each substance?

· Did any of the substances share similar properties?

Vocabulary/Visuals



Chromatography

Density

Decant

Distillation

Filtration

Heterogeneous

Homogeneous

Melting point/boiling point

Mixture

Molecular polarity

Particle size

Solubility

· Classify sample mixtures based on macroscopic properties

· Design separation procedures for several simple mixtures.(i.e., sand/iron/salt)

· Using particle diagrams, illustrate the differences between mixtures and compounds involving the same elements.

· How do physical properties effect the separation of a mixture?




Major Understanding



V.8

A solution is a homogeneous mixture of a solute dissolved in a solvent. The solubility of a solute in a given amount of solvent is dependent on the temperature, pressure and the chemical natures of the solute and solvent.

· Interpret and construct solubility curves.

· Use solubility curves to distinguish among saturated, supersaturated, and unsaturated solutions.

· Apply the adage “like dissolves like” to real-would situations.

· Interpret and construct solubility curves.

· Define and identify solute, solvent and solution.

· How many grams of KNO

3

are needed to make a saturated solution at 50°C?

· Why don’t oil and water mix?

· Based on Table F, determine the solubility of the following compounds: AgI, CaSO

4

, FeC1

3

, Na

2

CO

3

.

Vocabulary/Visuals



Homogeneous

Solute

Solvent

Concentrated

Saturated/unsaturated/supersaturated

Dilute

Solubility

Solution

· Prepare different concentration of solutions.

· Lab: Using KNO

3

or NaNO

3

, construct and interpret a solubility curve.

· When given the temperature and grams of solute, determine if the solution is saturated, unsaturated, or supersaturated.

· Practice interpreting Table F to determine the solubility/insolubility of various compounds.

· What factors affect the solubility of various solutions?




Major Understanding



V.9

The concentration of a solution may be expressed as molarity (M), percent by volume, percent by mass or parts per million (ppm).

· Describe the preparation of a solution, given the molarity (M).

· Interpret solution concentration data.

· Calculate solution concentrations in molarity(M), percent mass, and parts per million (ppm).

· Calculate the molarity o

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