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Greensburg Community School Corporation
Curriculum
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Prepared by
Troy Davis
August 2006
Greensburg Community Schools
Mission Statement
The mission of the Greensburg Community School Corporation is to provide and
promote lifelong learning through its commitment to quality educational programs that
prepare the students to be effective, successful, and responsible citizens. This is to be
accomplished in a financially prudent manner.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Narrative Description
Chemistry I allows students to synthesize useful models for the structure of matter
and the mechanisms of its interactions through laboratory investigations of matter and its
chemical reactions. Students have opportunities to: (1) gain an understanding of the
history of chemistry, (2) explore the uses of chemistry in various careers, (3) answer
chemical questions and problems related to personal needs and social issues, and (4) learn
and practice laboratory safety.
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Course Concepts and Generalizations
1. A chemistry student will ask appropriate scientific questions and gather information
from laboratory and classroom experiences in order to provide possible answers for
these questions.
2. A chemistry student will organize, draw conclusions, and communicate results
obtained through observation, experimentation, and application.
3. A chemistry student will understand the relevancy of knowledge in chemistry to
current social issues.
4. A chemistry student will become aware of chemistry in everyday life and of
chemistry-related careers.
5. A chemistry student will understand the properties and behavior of matter and their
relationship to the underlying structure of matter.
6. A chemistry student will understand the nature of the physical and chemical changes
that matter undergoes.
7. A chemistry student will understand energy and its role in changes in matter.
8. A chemistry student will understand the basic structure and reactions of inorganic
chemicals.
9. A chemistry student will understand the basic structure and reactions of simple
organic chemicals.
10. A chemistry student will understand the organization of the periodic table and use the
information to predict structures, behavior, and trends for individual elements.
11. A chemistry student will understand the language of chemistry necessary to write
formulas and to balance chemical equations.
12. A chemistry student will interpret a chemical equation in terms of interacting moles,
particles, masses, and volumes of gases.
13. A chemistry student will understand the nature of solids, liquids, and gases in terms
of the kinetic molecular theory and the attractive forces between the particles.
14. A chemistry student will know the different parts of a solution, how they can
influence a solution’s properties, and how to calculate the concentration of a solution.
15. A chemistry student will understand the terms associated with acid-base reactions.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Units of Study
UNITS/AREA OF STUDY LENGTH OF TIME
1. The Nature of Chemistry 6 weeks
2. The Structure of Matter 6 weeks
3. Interactions of Matter 8 weeks
4. Stoichiometry 8 weeks
5. States of Matter 8 weeks
Unit numbers correspond to the Unit numbers on the State Standard Chart.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Unit Plan
(The Nature of Chemistry)
Individual Learner Objectives
1. Students will learn SI units of measurement and the mathematical conventions for
making calculations and reporting results.
2. Students will apply these conventions when measuring, recording, and analyzing
data.
3. Students will learn and apply the problem solving steps: analyze, plan, solve, and
evaluate to a variety of problems throughout the year.
4. Students will construct conversion factors from equivalent quantities and apply the
techniques of dimensional analysis to solving a variety of problems.
5. Students will examine the differences among elements, compounds, and mixtures and
classify types of matter.
6. Students will learn basic ideas relating to matter and energy and the changes that
matter undergoes.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Subject Outline
I. Measurement
A. SI units and derived units
B. Mass, length, time, and temperature
C. Density
II. Problem solving
A. Precision and accuracy
B. Significant digits
C. Calculator skills
D. Scientific notation
E. Percent Error
F. Dimensional analysis
G. Graphing
III. Matter
A. Classification of matter
1. Heterogeneous
2. Homogeneous
a. Solutions
b. Pure substances: compounds and elements
B. Changes in matter
1. Physical
2. Chemical
C. Properties of matter
1. Physical
2. Chemical
D. Conservation of matter
IV. Energy
A. Differentiate between heat and temperature
B. Temperature scales
1. Fahrenheit
2. Celsius
3. Kelvin
C. Conservation of energy
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Unit Plan
(The Structure of Matter)
Individual Learner Objectives
1. Students will trace the development of the atomic theory, the discovery of the
electron, nucleus, and neutron, the Bohr model, and the quantum mechanical model.
2. Students will distinguish among proton, neutron, and electron in terms of mass,
charge, and location in the atom.
3. Students will learn about radioactivity and the changes that accompany nuclear
reactions.
4. Students will use the Aufbau principle, Pauli Exclusion Principle, and Hund’s rule to
write electron configurations for elements.
5. Students will learn how each atom exhibits characteristics based on its electron
configuration.
6. Students will learn how elements are grouped together on the periodic table.
7. Students will learn how to use the periodic table to predict properties and electron
configurations for the elements.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Subject Outline
I. Atomic structure
A. Early models of the atom
1. Dalton’s atomic theory
a. Conservation of mass
b. Law of definite proportions
2. Discovery of subatomic particles
a. Electron
1) J.J. Thomson
2) Plum pudding model
b. Nucleus
1) Rutherford’s gold foil scattering experiment
2) Properties of the nucleus
3) Nuclear model
4) Proton and neutron
3. Bohr model
a. Planetary model
b. Properties of electromagnetic radiation
c. Quantization of energy—Planck
1) Relation of wavelength to frequency c =
2) Relation of frequency to energy E = h
d. Bohr model for hydrogen
4. Isotopes
a. Atomic mass
b. Atomic number and mass number
5. Changes in the nucleus
a. Types of radioactive decay
b. Nuclear equations
B. Quantum mechanical model of the atom
1. Wave-particle duality
a. Energy is quantized
b. Matter has wave properties
2. Heisenberg uncertainty principle
a. Uncertainty in position and momentum
b. Electron cloud probability
3. Electron configurations
a. Aufbau principle
b. Hund’s rule
c. Pauli exclusion principle
d. Lewis dot diagrams
e. Exceptions
II. Periodic table
A. Development of the periodic table
1. Dobereiner—triads
2. Newlands—law of octaves
3. Mendeleev and Meyer
B. Modern periodic table
1. Periodic law
2. Moseley – atomic number
3. Based on electron configuration
4. Family names
5. Metals/nonmetals/metalloids
C. Periodic properties
1. Atomic radius
2. First ionization energy
3. Oxidation number
4. Electron affinity
5. Electronegativity
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Unit Plan
(Interactions of Matter)
Individual Learner Objectives
1. Students will differentiate between ionic and molecular compounds in terms of
composition and physical properties.
2. Students will use the periodic table and a common ions table to write formulas for
ionic and molecular compounds and will name ionic compounds, molecular
compounds, and acids using IUPAC conventions.
3. Students will draw Lewis dot diagrams to represent ionic and molecular compounds
and acids.
4. Students will use the VESPR theory to describe the shape and bond angles of simple
molecules.
5. Students will use electronegativity values to determine the polarity of bonds and will
use this information along with molecular shape to predict the polarity of molecules.
6. Students will use appropriate symbols to write balanced chemical equations when
given names or formulas for all reactants and products in a reaction.
7. Students will classify reactions as synthesis, decomposition, single displacement,
double displacement, or combustion.
8. Students will predict products of a chemical reaction.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Subject Outline
I. Bonding and chemical formulas
A. Ionic bonding
1. Determining charge from the periodic table
2. Combining ions and writing formulas
3. Lewis dot diagrams
4. Naming ionic compounds
B. Covalent Bonding
1. Lewis dot diagrams
a. Molecules
b. Polyatomic ions
c. Acids
2. Naming binary molecular compounds and acids
II. Molecular shape
A. VESPR theory
1. Molecular shapes
2. Bond angles
B. Hybridization
C. Polarity of molecules
1. Polarity of bonds
2. Molecular shape
3. Polarity of molecules
III. Chemical reactions and Equations
A. Chemical equations
1. Determining reactants and products
2. Balancing equations
B. Classification of chemical change
1. Synthesis
2. Decomposition
3. Single displacement
4. Double displacement
5. Combustion
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Unit Plan
(Stoichiometry)
Individual Learner Objectives
1. Students will use the mole concept to convert between number of particles and mass.
2. Students will derive empirical and molecular formulas from experimental data.
3. Students will interpret a balanced chemical equation in terms of interacting moles,
representative particles, and masses.
4. Students will perform stoichiometric calculations with balance chemical equations
using moles, mass, and representative particles.
5. Students will determine the limiting reactant in a reaction then calculate the amount
of product(s) produced and the amount of any excess reactant that remains.
6. Students will determine percent yield after finding the actual and the theoretical yield.
7. Students will classify reactions as exothermic or endothermic.
8. Students will use Hess’s law or the sum of the standard heats of formation to
calculate the enthalpy change for a reaction.
9. Students will use Hess’s law or the sum of the standard entropies of formation to
calculate the entropy change for a reaction.
10. Students will use Hess’s law or the sum of the standard spontaneity values to
calculate the spontaneity change for a reaction.
11. Students will use enthalpy, entropy, and spontaneity values to describe a reaction.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Subject Outline
I. The Mole
A. Chemical measurement
1. By count – Avogadro’s number
2. By mass – molar mass
B. Mole conversions
C. Percent composition
D. Empirical formulas
E. Molecular formulas
II. Stoichiometry
A. Information from and interpretation of a balanced chemical equation
B. Mole-mole relationships
C. Mole-mass relationships
D. Mass-mass relationships
E. Percent yield
F. Limiting reactant
III. Heat in chemical reactions
A. Types of reactions
1. Exothermic
2. Endothermic
B. Enthalpy changes
1. Mass-energy relationships
2. Energy diagrams
3. Hess’s law
4. Calorimetry
C. Heat and the Kinetic theory
D. Entropy changes
1. Disorder and examples
2. Calculations
E. Spontaneity
1. Gibbs free energy
2. Hess’s law
3. Predicting spontaneity
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Unit Plan
(The Structure of Matter)
Individual Learner Objectives
1. Students will use the kinetic theory to explain the behavior of solids, liquids, and
gases on an atomic level.
2. Students will explain what gas pressure means and describe how it is measured.
3. Students will use gas laws to account for changes in pressure, temperature, or volume.
4. Students will use convert gas volume at STP to number of moles.
5. Students will interpret a balanced chemical equation and perform stoichiometric
calculations in terms of interacting moles and volumes of gases at STP.
6. Student will know the different parts of a solution.
7. Students will understand how to calculate the concentration of a solution in a variety
of ways such as molarity, molality, parts per million, etc.
8. Students will predict the formation of a precipitate from a chemical reaction using a
solubility chart.
9. Students will understand the difference between the terms acid and base.
10. Students will calculate the concentration for hydrogen and/or hydroxide ions in
solution using the self-ionization constant for water.
11. Students will determine the pH for a solution and use its value to tell if it is acidic,
basic, or neutral.
12. Student will use titration and neutralization reactions to complete stoichiometric
calculations.
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Subject Outline
I. Gases
A. Kinetic theory of gases
B. Measuring pressure
1. Barometer
2. Manometer
C. Gas laws
1. Boyle’s law
2. Charles’s law
3. Avogadro’s law
4. Gay-Lussac’s law
5. Dalton’s law of partial pressure
6. Ideal gas equation
7. Graham’s law of diffusion and effusion
II. Solutions
A. Mixtures
1. Homogeneous – solutions
2. Heterogeneous
a. Suspensions
b. Colloids
B. Parts of a solution
1. Solvent
2. Solute
C. Measurements for solutions
1. Molarity (M)
2. Molality (m)
3. Percent composition
4. Parts per million (ppm)
5. Parts per billion (ppb)
D. Describing solutions
1. Saturated
2. Unsaturated
3. Supersaturated
E. Colligative properties
1. Freezing point depression
2. Boiling point elevation
3. Vapor pressure
III. Acid-Base reactions
A. Acid
1. Arrhenius definition
2. Bronsted-Lowry definition
B. Base
1. Arrhenius definition
2. Bronsted-Lowry definition
C. Calculations
1. Concentration of hydronium and hydroxide
2. pH
D. Types of reactions
1. Conjugate acid-base
2. Neutralization
3. Titration
Greensburg Community Schools
(Grades 10, 11, 12/Chemistry/3064-1 and 3064-2)
Modifications
Modifications of instructional content in this course may include, but are not limited to,
the following:
Modified pace
Modified homework assignments
Modified tests
Adaptive equipment
Use of Resource Staff
Other modifications as specified in a student’s IEP
Any student with an IEP who needs modifications to be made in order to ensure a quality
learning experience in chemistry will receive those benefits. I will work with the
student(s), parent(s), and case coordinator(s) on an individual basis when the need arises
for modifications to be made to the current chemistry curriculum. In the past these
changes have included preferential seating, typed lecture notes, reduction of assignments,
and/or test modification. Additional modifications can and will made depending on the
individual situation(s) that arise(s).
