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					Laurel County (KY) Public Schools Curriculum Guide                                                                                                                                      Last Updated: September 2007
Chemistry


Content Area: Science                                Course & Grade Level: Chemistry, 10-12

Subdomains: Physical Science, Earth and Space Science

Course Description: This course is designed to provide students with the necessary background in modern chemistry to prepare
them for college or for more advanced chemistry courses. Chemistry is a science course that studies matter: its structure, properties,
and the changes it undergoes. Science will be stressed as a way of knowing and logically progressing through a problem, through the
emphasis of science process skills, scientific inquiry, and technology. Students will develop an appreciation for the role chemistry
plays in our society, which is vital for the well-being of our communities.




KY Combined Curriculum Document
The Combined Curriculum Document (CCD) is a resource created by the Kentucky Department of Education to show the connection between the Academic Expectations, Program of Studies, and the Core Content for Assessment
Version 4.1. http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/default.htm




Common Unit Resources:
Laurel County (KY) Public Schools Curriculum Guide                                                                                  Last Updated: September 2007
Chemistry
  Unit Name &                Program of Studies:          Sequence of Unit            Core Content for Assessment 4.1       Essential              Supplemental
 Length of Time              Skills and Concepts              Activities                                                   Vocabulary               Resources
                                                          (Students will …)
Essential/Guiding
   Questions
                                                     Discuss equipment list                                            Investigation        
Introduction to
Chemistry; 2 weeks
                           SC-H-MF-S-4                and functions,                                                    Scientific
                           SC-H-BC-S-6                demonstrated by                                                    method
1. What tools,             SC-H-ET-S-14               teacher, match pictures                                           Observation
   techniques, and                                     to names or locate and                                            Hypothesis
   safety
   procedures do
                                                       gather equipment from a                                           Experiment
                                                       list                                                              Independent
   chemists use in
   the lab?                                           Discuss safety rules,                                              variable
2. How does one                                        sign and return safety                                            Dependent
   logically                                           contract                                                           variable
   progress through                                   Fill out lab floor plan that                                      Control group
   a problem of a
   scientific nature?                                  shows safety equipment                                            Experimental
3. How do chemists                                     and other important                                                group
   read and record                                     features of room                                                  Conclusion
   measurements                                       Lab to demonstrate the                                            Scientific theory
   consistently and
                                                       effect of acid in the eye
   convert between                                                                                                       Scientific Law
                                                       (using eggs or cow eyes)
   units?                                                                                                                Empirical
4. How do chemists                                    Demonstrate proficient
                                                                                                                          evidence
   collect data and                                    knowledge of safety
   what kind of data                                                                                                     Precision
                                                       procedures, floor plan,
   is acceptable
                                                       and lab equipment                                                 Accuracy
   evidence in a
                                                       (safety exam)                                                     Accepted Value
   scientific
   investigation?                                     Perform a lab procedure                                           Experimental
5. How do chemists                                     (inquiry or guided                                                 Value
   communicate the                                     inquiry) that illustrates                                         Error
   results of their
                                                       the process of the                                                %Error
   investigations to
   various                                             scientific method/                                                Density
   audiences?                                          discuss scientific                                                Celsius Scale
                                                       method, collection,                                               Kelvin Scale
                                                       analysis, and                                                     Absolute zero
                                                       communication of data                                             Gram
                                                      Measure a common                                                  Kilogram
Laurel County (KY) Public Schools Curriculum Guide                                              Last Updated: September 2007
Chemistry
                                                       object such as a paper        Liter
                                                       clip using rulers marked      Meter
                                                       in three different            Qualitative
                                                       increments and discuss        Quantitative
                                                       the relationship between      Significant
                                                       the scale on the               figures
                                                       measuring device and          Line graph
                                                       the precision of the          Bar graph
                                                       recorded measurement
                                                                                     Circle/ pie graph
                                                       (introduce the idea of
                                                                                     Scale
                                                       significant figures)
                                                                                     Interpolation
                                                      Discuss the difference in
                                                       accuracy and precision        Extrapolation
                                                       and their relationship to     Mass
                                                       significant figures           Volume
                                                      Carry out lab procedure       Density
                                                       that reinforces taking
                                                       correct measurements
                                                       and introduces density
                                                       and graphing; calculate
                                                       %error and include an
                                                       analysis of accuracy,
                                                       precision, and sources
                                                       of error
                                                      Complete graphing
                                                       exercises and determine
                                                       the relationship between
                                                       variables (direct, inverse
                                                       etc) and interpolation
                                                       and extrapolation of data
                                                      Discuss and complete
                                                       metric (SI) unit
                                                       conversions and
                                                       temperature conversions
                                                      Unit exam inc. multiple
                                                       choice and open
                                                       response questions
Laurel County (KY) Public Schools Curriculum Guide                                                                                                   Last Updated: September 2007
Chemistry


  Unit Name &                Program of Studies:         Sequence of Unit                   Core Content for Assessment 4.1                   Essential          Supplemental
 Length of Time              Skills and Concepts             Activities                                                                      Vocabulary           Resources
                                                         (Students will …)
Essential/Guiding
   Questions
                                                     Introduce the elements,     SC-HS-1.1.2                                             Element              Periodic table
Nuclear Chemistry
                     SC-H-MF-S-9                      the periodic table, and                                                             Periodic Table       Article “The
1. How did modern    SC-H-MF-S-6                      the formation of the        SC-HS-1.2.3                                             Heat                  Birth of the
   atomic theory     SC-H-MF-S-8                      elements                                                                            Temperature           Elements”,
   develop and what  SC-H-EU-S-5                     Investigate the origin of   SC-HS-2.3.2                                             Pressure              ChemMatters
   is the basic                                                                    Students will:
   structure of the  SC-H-EU-S-6                      the elements and the                                                                Gravity               magazine,
                     SC-H-EU-S-6                      relationship to the             describe the current scientific theory of the      Nebula                October 2000
   atom?
2. How do            SC-H-EU-S-1                      formation, components,            formation of the universe (Big Bang) and its      Star                 Chemistry
                                                       and life cycle of stars.          evidence;                                                                (Addison
   observable        SC-H-EU-S-8                                                                                                          Red Giant
   properties of                                      Discuss the empirical           explain the role of gravity in the formation of                           Wesley)
                     SC-H-EU-S-7                                                                                                          Supergiant
   matter enable us                                    evidence for the theory           the universe and it’s components.                                        teacher’s
   to determine the  SC-H-BC-S-7                                                                                                          White Dwarf
                                                       of the origin of the        The current and most widely accepted scientific                                edition and
   structure of      SC-H-ET-S-1                                                  theory of the mechanism of formation of the             Brown Dwarf
   atoms?                                              elements.                                                                                                  related
                     SC-H-ET-S-2                                                                                                          Supernova
3. How does atomic                                    Discuss basic structure     universe (Big Bang) places the origin of the                                   resource
   structure relate  SC-H-ET-S-4                      of the atom, properties     universe at a time between 10 and 20 billion years      Black hole            materials
   to the periodic   SC-H-ET-S-10                     of subatomic particles,     ago, when the universe began in a hot dense state.      Neutron Star         SmartBoard
   table?            SC-H-I-S-8                       isotopes, and how to        According to this theory, the universe has been         Fission              Materials for
4. What evidence
   can we find that                                    calculate the number of     expanding since then. Early in the history of the       Fusion                activities and
   the universe is in                                  each subatomic particle     universe, the first atoms to form were mainly           Energy                demonstration
   the process of                                      in the atom from given      hydrogen and helium. Over time, these elements          Atom                  s, such as
   continuous
                                                       information.                clump together by gravitational attraction to form      Proton                cathode ray
   change?
5. Where and how                                      Build models of atoms       trillions of stars.                                     Neutron               tube, magnets,
   did the building                                    and/or model using          DOK 2                                                   Electron              etc
   blocks of our                                       smartboard.                                                                         Nucleus
   world form?                                        Discuss average atomic      SC-HS-2.3.3                                             Nucleons
6. How and why do                                                                  Students will explain the origin of the heavy
   changes occur in                                    mass and calculate                                                                  Strong Nuclear
   the nuclei of                                       average atomic masses       elements in planetary objects (planets, stars).          force
   atoms and what                                      given information about     Some stars explode at the end of their lives, and       Electric force
   effects do these                                                                the heavy elements they have created are blasted
                                                       the abundance and mass                                                              Atomic Number
   changes produce                                     of isotopes.                out into space to form the next generation of stars
   on the nucleus                                                                                                                          Mass Number
                                                      Simulate average atomic     and planets.
Laurel County (KY) Public Schools Curriculum Guide                                                                                                   Last Updated: September 2007
Chemistry
   and the                                             mass using materials        DOK 2                                                  Average Atomic
   surroundings?                                       provided.                                                                           Mass
7. How do we use
   our knowledge of                                   Examine the evidence        SC-HS-2.3.6                                            Nuclear Symbol
   radioactivity and                                   that supports the atomic    Students will:                                          (isotope)
   the structure of                                    theory of matter               compare the limitations/benefits of various         notation
   the atom to solve                                  Discuss the processes           techniques ( radioactive dating, observing rock    Isotope
   real world
   problems?
                                                       of radioactivity and            sequences and comparing fossils) for               Matter
                                                       radioactive decay               estimating geological time;                        Radioactivity
                                                      Characterize alpha, beta,      justify deductions about age of geologic           Radioactive
                                                       and gamma radiation in          features.                                           Decay
                                                       terms of composition        Techniques used to estimate geological time            Alpha Particle
                                                       and penetrating power       include using radioactive dating, observing rock       Beta Particle
                                                      Compare and contrast        sequences and comparing fossils to correlate the       Gamma Ray
                                                       characteristics of          rock sequences at various locations.
                                                                                                                                          positron
                                                       nuclear reactions and       DOK 3
                                                                                                                                          Nuclear reaction
                                                       chemical reactions.
                                                                                                                                          Nuclear equation
                                                      Discuss nuclear stability   SC-HS-4.6.11
                                                                                   Students will:                                         Neutron:proton
                                                       in terms of the neutron:
                                                                                      explain the difference between alpha and beta       ratio
                                                       proton ratio.
                                                                                                                                          Nuclear stability
                                                      Define the strong                decay, fission and fusion;
                                                                                      identify the relationship between nuclear          Strong nuclear
                                                       nuclear force.
                                                                                                                                           force
                                                      Model different types of         reactions and energy.
                                                                                   Nuclear reactions convert a fraction of the mass of    Transmutation
                                                       transmutation reactions.
                                                                                                                                           reaction
                                                      Examine the dangers of      interacting particles into energy, and they can
                                                                                   release much greater amounts of energy than            Radon gas
                                                       radon gas in the home.
                                                                                   atomic interactions. Fission is the splitting of a     Half-life
                                                      Define half life and
                                                       discuss its usefulness in   large nucleus into smaller pieces. Fusion is the       Radioactive
                                                       determining the age of      joining of two nuclei at extremely high temperature     dating
                                                       artifacts and rocks.        and pressure. Fusion is the process responsible         techniques
                                                      Use the half life concept   for the energy of the Sun and other stars.             Radioisotopes
                                                       to determine amount of a    DOK 2                                                  Nuclear energy
                                                       substance present, etc.                                                            Nuclear reactor
                                                      Examine uses of             SC-HS-4.6.12                                           Control rod
                                                       radioisotopes in
                                                       medicine, production of
                                                       electricity, and nuclear
Laurel County (KY) Public Schools Curriculum Guide                               Last Updated: September 2007
Chemistry
                                                     weapons; possible
                                                     transactive writing piece
                                                     on these topics
Laurel County (KY) Public Schools Curriculum Guide                                                                                                   Last Updated: September 2007
Chemistry


  Unit Name &               Program of Studies:      Sequence of Unit Activities              Core Content for Assessment 4.1                Essential              Supplemental
 Length of Time             Skills and Concepts          (Students will …)                                                                  Vocabulary               Resources

Essential/Guiding
   Questions
Electrons and                                        Investigate the dual nature    SC-HS-4.6.2                                         Electron             
Periodicity
                           SC-H-MF-S-6                of the electron and the        Students wi l:                                      Wave
1) What must we            SC-H-MF-S-9                properties of transverse          predict wave behavior and energy transfer;      Frequency
   learn about light       SC-H-ET-S-4                waves (frequency, energy,         apply knowledge of waves to real life           Energy
   to understand           SC-H-STM-S-8               and wavelength) by                 phenomena/investigations.                       Wavelength
   our current                                         observing a demonstration/
   model of
                                                                                      Waves, including sound and seismic waves,           Emission
                                                       simulation on smartboard       waves on water and electromagnetic waves, can        spectrum
   electronic
   structure?                                          and/or using a slinky          transfer energy when they interact with matter.     Electron
2) What                                               Discuss how diffraction        Apparent changes in frequency can provide            configuration
   developments in                                     gratings are different from    information about relative motion.                  Quantum
   physics in the                                      the eye and then inspect       DOK 3
   late 1800’s and                                                                                                                         mechanical
   early 1900’s led
                                                       the continuous spectra of                                                           model
   to the ideas of                                     fluorescent and                SC-HS-4.6.3                                         Orbital notation
   quantized energy                                    incandescent light bulbs,
                                                                                                                                          Valence
   and photons?                                        and then the emission          SC-HS-1.1.1
3) How did Niels                                                                                                                           electrons
                                                       spectra of four gas tubes      Students will classify or make generalizations
   Bohr                                                                                                                                   Oxidation
   theoretically
                                                       (record observations in        about elements from data of observed patterns in
                                                                                                                                           numbers
                                                       data table)                    atomic structure and/or position on the periodic
   explain line                                                                                                                           Metals
   spectra?                                           Carry out flame test lab       table.
4) How did the                                         with at least one              The periodic table is a consequence of the          Nonmetals
   discovery of the                                    determination using a          repeating pattern of outermost electrons.           Metalloids
   wave properties
                                                       nichrome or platinum wire.     DOK 2l                                              Orbitals
   of matter lead to
   new and                                             Use data to identify                                                               Family/group
   interesting                                         unkown. Discuss the                                                                Alkali metals
   questions about                                     relationship of flame tests                                                        Alkaline earth
   classical                                           to the dual nature of the                                                           metals
   physics?
5) How did                                             electron, energy levels, and                                                       Transition
   Schrodinger                                         the emission spectra                                                                metals
   explain the                                         viewed previously.                                                                 Inner transition
   electronic                                         Discuss quantum                                                                     metals
   structure of
                                                       mechanical view of the                                                             Chalcogens
Laurel County (KY) Public Schools Curriculum Guide                                                Last Updated: September 2007
Chemistry
   atoms?                                              atom and order of electron       Halogens
6) How can we
   represent the
                                                       configurations for               Noble gases
   distribution of                                     elements.                        Lanthanides
   electrons in                                       Explain how electron             Actinides
   atoms?                                              configuration is more            Short hand
7) How are                                             elaborate than the planetary
   electrons related
                                                                                         electron
                                                       model of the atom, and how        configuration
   to the periodic
   table?                                              it provides chemists more        Period
8) How did the                                         information about the            Atomic radius
   periodic table                                      electron, making it easier to    Electronegativity
   come into being?                                    predict its behavior.
9) What trends can                                                                      Ions
                                                      write orbital notations,
   we observe in the                                                                    Ionic radius
                                                       short hand (noble gas inner
   periodic table in                                                                    Nuclear charge
   relation to size,                                   core) notations, electron
   ionization                                          dot structures, and              Electron dot
   energy,                                             oxidation numbers for             notation
   electronegativity,
                                                       various elements and            
   metallic
   character, and                                      discuss their relationship to
   among groups?                                       electron configuration
                                                      perform inductive activity in
                                                       cooperative groups to
                                                       discover correlation
                                                       between quantum
                                                       mechanics and the periodic
                                                       table
                                                      predict an element’s last
                                                       orbital and fill with correct
                                                       number of valence
                                                       electrons and predict which
                                                       element would have a given
                                                       last electron configuration
                                                      Color code periodic charts
                                                       highlighting information
                                                       that may include the
                                                       following: the different
                                                       groups/families,
                                                       metals/nonmetals/metalloid
Laurel County (KY) Public Schools Curriculum Guide                                     Last Updated: September 2007
Chemistry
                                                       s, valence electrons,
                                                       oxidation numbers, and
                                                       electron configurations
                                                      Investigate and discuss
                                                       properties in metals and
                                                       nonmetals
                                                      Discuss the development
                                                       and arrangement of the
                                                       periodic chart
                                                      Research a group/family of
                                                       elements and present
                                                       group project to class
                                                      Graph atomic radius and/or
                                                       electronegativity for a
                                                       period of elements/ discuss
                                                       period and group trends
                                                       and reasons for trends
                                                      Complete open ended
                                                       activity creating a periodic
                                                       seating chart with given
                                                       information about each
                                                       fictional student/ describe
                                                       all patterns that are present
                                                       within the chart
Laurel County (KY) Public Schools Curriculum Guide                                                                                        Last Updated: September 2007
Chemistry


  Unit Name &                Program of Studies:         Sequence of Unit            Core Content for Assessment 4.1                Essential          Supplemental
 Length of Time              Skills and Concepts             Activities                                                            Vocabulary           Resources
                                                         (Students will …)
Essential/Guiding
   Questions
Classification and                                                         SC-HS-1.1.1                                         Alchemy          
Properties of matter
                           SC-H-STM-S-1                                     Students will classify or make generalizations      Centrifuge
                           SC-H-STM-S-2                                     about elements from data of observed patterns in    Chemical
                           SC-H-STM-S-7                                     atomic structure and/or position on the periodic     property
                                                                             table.                                              Chemical
                                                                             The periodic table is a consequence of the           reaction/ change
                                                                             repeating pattern of outermost electrons.           Chemical symbol
                                                                             DOK 2                                               Chemistry
                                                                                                                                 Chromatography
                                                                             SC-HS-1.1.3
                                                                                                                                 Compound
                                                                                                                                 Distillation
                                                                                                                                 Element
                                                                                                                                 Formula
                                                                                                                                  mass/weight
                                                                                                                                 Gas
                                                                                                                                 Heterogeneous
                                                                                                                                  mixture
                                                                                                                                 Homogeneous
                                                                                                                                  mixture
                                                                                                                                 Law of
                                                                                                                                  conservation of
                                                                                                                                  mass
                                                                                                                                 Law of definite
                                                                                                                                  proportions
                                                                                                                                 Liquid
                                                                                                                                 Mass
                                                                                                                                 Matter
                                                                                                                                 Mixture
                                                                                                                                 Percent
                                                                                                                                  composition
Laurel County (KY) Public Schools Curriculum Guide               Last Updated: September 2007
Chemistry
                                                      Phase
                                                      Physical change
                                                      Physical
                                                       property
                                                      Product
                                                      Qualitative data
                                                      Quantitative data
                                                      Reactant
                                                      Separation
                                                       techniques
                                                      Solid
                                                      Solution
                                                      Substance
                                                      Vapor
                                                     
Laurel County (KY) Public Schools Curriculum Guide                                                                                                   Last Updated: September 2007
Chemistry


  Unit Name &                 Program of Studies:        Sequence of Unit                   Core Content for Assessment 4.1                    Essential            Supplemental
 Length of Time               Skills and Concepts            Activities                                                                       Vocabulary             Resources
                                                         (Students will …)
Essential/Guiding
   Questions
Chemical Bonding                                      Discuss and model the       SC-HS-1.1.5                                                                 
and Intermolecular
                              SC-H-STM-S-1            mechanics of ionic          Students will explain the role of intermolecular or
Forces
                              SC-H-STM-S-3            bonding showing the         intramolecular interactions on the physical
1. How can atoms or           SC-H-STM-S-4            formation of ions and       properties (solubility, density, polarity,
ions be combined in           SC-H-STM-S-8            relationship to noble gas   conductivity, boiling/melting points) of
a chemical bond                                                                    compounds.
(what are the
                              SC-H-STM-S-9            configuration
different types of            SC-H-STM-S-10          Review how to quickly       The physical properties of compounds reflect the
bonds)?                       SC-H-STM-S-11           determine oxidation         nature of the interactions among molecules. These
                                                       numbers from the            interactions are determined by the structure of the
2. How and why do             SC-H-STM-12
ionic bonds form,                                      periodic table              molecule including the constituent atoms.
                              SC-H-STM-15
and how can we
                              SC-H-MF-S-9            Use criss cross method      DOK 2
represent them on
paper (Lewis                                           to write chemical
structures)?                                           formulas for ionic          SC-HS-1.1.7
3. What are the                                        compounds and do a          Students will:
characteristic                                         cooperative learning           construct diagrams to illustrate ionic or
properties of ionic                                    activity assigning boys +       covalent bonding;
compounds?
4. How and why do                                      charged metals and girls       predict compound formation and bond type as
covalent bonds form,                                   –charged ions. Call up          either ionic or covalent (polar, nonpolar) and
and how can we                                         two at a time, rest of          represent the products formed with simple
represent them on                                      class writes formulas by        chemical formulas.
paper (Lewis                                           predicting oxidation        Bonds between atoms are created when outer
structures)?
5. What is bond                                        numbers and using criss     electrons are paired by being transferred (ionic) or
polarity, and what                                     cross method.               shared (covalent). A compound is formed when two
are the differing                                     Discuss how to name         or more kinds of atoms bind together chemically.
degrees of                                             binary ionic compounds,     DOK 2
ionic/covalent
                                                       including systematic
bonding?
6. What are the                                        approach to identifying
characteristic                                         transition metals with
properties of                                          more than one possible
covalent                                               charge
compounds?
                                                      Lab activity where
Laurel County (KY) Public Schools Curriculum Guide                                 Last Updated: September 2007
Chemistry
7. How do we name                                      precipitates of binary
and write formulas                                     ionic compounds are
for ionic and
covalent                                               formed/ students must
compounds, acids,                                      write names and
bases, and hydrates?                                   formulas for compounds
8. How can we                                          they formed
determine the 3-
                                                      Memorize list of
dimensional shape of
a molecule using                                       common polyatomic
VSEPR theory?                                          ions using flash cards as
9. Which molecular                                     a study aid
shapes lead to a                                      Cooperative activity
bond dipole?
10. What kinds of
                                                       using planetary models
interactions occur                                     to illustrate mechanics
between molecules                                      of ionic bonding (use
or ions of a                                           different colored
substance and how                                      laminated circles and
do these interactions
affect their
                                                       punched out holes or
properties?                                            mini M&M’s as valence
                                                       electrons). Students
                                                       must show on paper
                                                       chemical formula of
                                                       compound, atoms drawn
                                                       with their respective
                                                       valence electrons,
                                                       arrows showing the
                                                       transfer of electrons
                                                       between atoms, and
                                                       noble gas configurations
                                                       for each of the elements
                                                       involved in the bond.
                                                      Discuss the difference in
                                                       naming and formula
                                                       writing for binary and
                                                       ternary compounds,
                                                      Use manipulatives to
                                                       illustrate ternary
                                                       compounds and writing
Laurel County (KY) Public Schools Curriculum Guide                                  Last Updated: September 2007
Chemistry
                                                       their formulas
                                                      Lab activity where
                                                       precipitates of ternary
                                                       ionic compounds are
                                                       formed/ students must
                                                       writie names and
                                                       formulas for compounds
                                                       they formed
                                                      Discuss hydrates and
                                                       how they fit into the
                                                       category of ionic
                                                       compounds, as well as
                                                       how to name them and
                                                       write their formulas
                                                      Perform lab activity with
                                                       hydrates
                                                      Discuss how to
                                                       recognize acids and
                                                       bases by their chemical
                                                       formulas, as well as the
                                                       proper naming methods
                                                       for each/ briefly describe
                                                       the products of every
                                                       acid base reaction
                                                      Lab activity
                                                       demonstrating acid base
                                                       reactions and identifying
                                                       the ionic compounds
                                                       formed
                                                      Discuss how to
                                                       recognize, name, and
                                                       write formulas for
                                                       molecular compounds
                                                      Discuss and model the
                                                       mechanics of covalent
                                                       bonding with electron
                                                       dot structures
Laurel County (KY) Public Schools Curriculum Guide                                  Last Updated: September 2007
Chemistry
                                                      Discuss molecular
                                                       shapes and bond angles
                                                       using VSEPR theory
                                                      Use model set to build
                                                       various covalent
                                                       molecules and assign
                                                       VSEPR shapes and bond
                                                       angles to each, as well
                                                       as drawing each on their
                                                       lab paper
                                                      Discuss separation of
                                                       charge (polarity) within a
                                                       molecule and the
                                                       relationship of shape to
                                                       molecular polarity
                                                      Use electronegativity
                                                       difference to predict
                                                       bond polarity, and then
                                                       molecular shape to
                                                       predict molecular
                                                       polarity
                                                      Lab activity – differences
                                                       in the properties of ionic
                                                       and covalent
                                                       compounds
                                                      Simulate the different
                                                       intermolecular forces in
                                                       a kinesthetic way
                                                       (dispersion forces-the
                                                       “wave”, hydrogen
                                                       bonding- Velcro one
                                                       person’s hand to
                                                       another, etc)
                                                      Investigate the impact of
                                                       the strength of
                                                       intermolecular forces
                                                       (dipole-dipole, hydrogen
Laurel County (KY) Public Schools Curriculum Guide                               Last Updated: September 2007
Chemistry
                                                     bonding, London
                                                     dispersion forces) on the
                                                     properties of
                                                     compounds and predict
                                                     the type of forces within
                                                     a variety of compounds
                                                     from their chemical
                                                     formulas (emphasize
                                                     water’s unique
                                                     properties are a result
                                                     of its strong hydrogen
                                                     bonds)
Laurel County (KY) Public Schools Curriculum Guide                                                                                                  Last Updated: September 2007
Chemistry


  Unit Name &                Program of Studies:         Sequence of Unit                  Core Content for Assessment 4.1                   Essential             Supplemental
 Length of Time              Skills and Concepts             Activities                                                                     Vocabulary              Resources
                                                         (Students will …)
Essential/Guiding
   Questions
Chemical Reactions                                   Model chemical             SC-HS-1.1.6                                             Chemical            
and Equations
                           SC-H-STM-S-5               reactions with             Students will:                                           equation
1. How do chemists         SC-H-STM-S-6               manipulatives such as         identify variables that affect reaction rates;      Reactants
represent chemical         SC-H-STM-S-13              marshmallows and              predict effects of changes in variables             Products
reactions and show         SC-H-STM-S-14              toothpicks or different        (concentration, temperature, properties of          Yields
that mass is
conserved?                 SC-H-MF-S-9                colors of paper clips          reactants, surface area and catalysts) based on     Skeleton/
2. How can a
                                                      Discuss and identify           evidence/data from chemical reactions.               formula equation
chemist use patterns                                   parts of a chemical        Rates of chemical reactions vary. Reaction rates        Word equation
and the periodic                                       equation                   depend on concentration, temperature and                Law of
table to predict if a                                 Model writing formula      properties of reactants. Catalysts speed up              conservation of
chemical reaction                                      equations from word        chemical reactions.
will occur, and if so,                                                                                                                     mass
predict the type of                                    equations                  DOK 3                                                   Chemical
reaction and the                                      Investigate law of                                                                  reaction
products of that                                       conservation of mass       SC-HS-1.1.8                                             Coefficient
reaction?                                              and its relationship to    Students will:
                                                                                                                                          Balanced
3. What factors
                                                       chemical reactions and        explain the importance of chemical reactions in      equation
influence reaction
                                                       equations                      a real-world context;
rates?                                                                                                                                    Combination/syn
4. What models do                                     Compare equations to          justify conclusions using evidence/data from         thesis reaction
we use to explain                                      recipes/ no bake cookie        chemical reactions.
why these factors                                                                                                                         Decomposition
                                                       activity                   Chemical reactions (e.g., acids and bases,
influence reaction                                                                                                                         reaction
rate?                                                 Model how to correctly     oxidation, combustion of fuels, rusting, tarnishing)
                                                                                                                                          Single
                                                       balance equations of       occur all around us and in every cell in our bodies.
                                                                                                                                           replacement
                                                       various types              These reactions may release or absorb energy.
                                                                                                                                           reaction
                                                      List distinguishing        DOK 3
                                                                                                                                          Double
                                                       characteristics of the                                                              replacement
                                                       five major types of                                                                 reaction
                                                       chemical reactions, then
                                                                                                                                          Combustion
                                                       discuss and model how
                                                                                                                                           reaction
                                                       to predict type of
                                                                                                                                          Solubility
                                                       reaction
                                                                                                                                          Precipitate
                                                      Lab activity-
Laurel County (KY) Public Schools Curriculum Guide                                              Last Updated: September 2007
Chemistry
                                                       classification of             Activity series
                                                       reactions                     Active metal
                                                      Discuss and model how         Reaction rate
                                                       to predict products of        Activation
                                                       the five common types          energy
                                                       of reactions                  Collision theory
                                                      Discuss driving forces        Kinetic theory
                                                       (precipitates, formations     Concentration
                                                       of gases or water) and        Temperature
                                                       solubility rules, perform     Surface area
                                                       lab activity- double
                                                                                     Catalyst
                                                       replacement reactions to
                                                                                     Inhibitor
                                                       predict precipitate
                                                       formation                     Limiting reactant
                                                      Discuss activity series       Acid
                                                       and perform lab; predict      Base
                                                       products using activity       Neutralization
                                                       series                         reaction
                                                      Discuss reaction rate;        PH
                                                       factors affecting reaction    Acid/Base
                                                       rate; lab activity- can be     Strength
                                                       inquiry or guided inquiry     Acid/Base
                                                       on reaction rate               concentration
                                                      Discussdefinitions of         Titration
                                                       and properties of acids       Indicator
                                                       and bases, acid base          Buffer
                                                       reactions, difference in
                                                       strength and                 
                                                       concentration
                                                      Lab- properties and
                                                       strengths of acids and
                                                       bases or amount of
                                                       calcium in eggshells
                                                      Discovery lab- grape
                                                       juice with vinegar and
                                                       ammonia
                                                      Discuss pH, indicators,
Laurel County (KY) Public Schools Curriculum Guide                              Last Updated: September 2007
Chemistry
                                                       titration
                                                      Lab- mini titration
                                                      Minilab- what does a
                                                       buffer do?
                                                      Discuss buffers and
                                                       importance in our body
Laurel County (KY) Public Schools Curriculum Guide                                                                                                     Last Updated: September 2007
Chemistry
  Unit Name &                Program of Studies:         Sequence of Unit                    Core Content for Assessment 4.1                    Essential             Supplemental
 Length of Time              Skills and Concepts             Activities                                                                        Vocabulary              Resources
                                                         (Students will …)
Essential/Guiding
   Questions
Energy and Disorder                                  Discovery lab- to model      SC-HS-4.6.6                                              Chemical            
                           SC-H-ET-S-3                an equilibrium situation                                                               equilibrium
                           SC-H-ET-S-9               Discuss chemical             SC-HS-4.6.7                                              Reversible
                           SC-H-STM-S-13              equilibrium, Le              Students will:                                            reaction
                                                       Chatelier’s principle,          explain real world applications of energy using      Le Chatelier’s
                                                       endothermic/exothermic           information/data;                                     principle
                                                       reactions                       evaluate explanations of mechanical systems          Endothermic
                                                      Minilab- shifts in               using current scientific knowledge about              reaction
                                                       equilibrium                      energy.                                              Exothermic
                                                      Discuss law of               The universe becomes less orderly and less                reaction
                                                       conservation of energy,      organized over time. Thus, the overall effect is that    Law of
                                                       spontaneous processes,       the energy is spread out uniformly. For example, in       conservation of
                                                       enthalpy (heat) of           the operation of mechanical systems, the useful           energy
                                                       reaction, entropy, Gibb’s    energy output is always less than the energy input;      Spontaneous
                                                       free energy and how to       the difference appears as heat.                           process
                                                       use these to predict if a    DOK 2                                                    Enthalpy
                                                       reaction will be                                                                      Entropy
                                                       spontaneous                  SC-HS-4.6.1
                                                                                                                                             Gibbs free
                                                      Small scale lab- enthalpy    Students will:
                                                                                                                                              energy
                                                       and entropy                     explain the relationships and connections
                                                                                                                                            
                                                      Investigate heat flow in a       between matter, energy, living systems and the
                                                       chemical system (using           physical environment;
                                                       calorimeter)                    give examples of conservation of matter and
                                                      Lab- heating/cooling             energy.
                                                       curves; discuss              As matter and energy flow through different
                                                       relationship of states of    organizational levels (e.g., cells, organs,
                                                       matter and phase             organisms, communities) and between living
                                                       changes to energy and        systems and the physical environment, chemical
                                                       entropy                      elements are recombined in different ways. Each
                                                                                    recombination results in storage and dissipation of
                                                                                    energy into the environment as heat. Matter and
                                                                                    energy are conserved in each change.
Laurel County (KY) Public Schools Curriculum Guide                                                        Last Updated: September 2007
Chemistry
                                                     DOK 3

                                                     SC-HS-4.6.4
                                                     Students will:
                                                         describe the components and reservoirs
                                                           involved in biogeochemical cycles ( water,
                                                           nitrogen, carbon dioxide and oxygen);
                                                         explain the movement of matter and energy in
                                                           biogeochemical cycles and related phenomena.
                                                     The total energy of the universe is constant.
                                                     Energy can change forms and/or be transferred in
                                                     many ways, but it can neither be created nor
                                                     destroyed. Movement of matter between reservoirs
                                                     is driven by Earth’s internal and external sources
                                                     of energy. These movements are often
                                                     accompanied by a change in physical and chemical
                                                     properties of the matter. Carbon, for example,
                                                     occurs in carbonate rocks such as limestone, in
                                                     the atmosphere as carbon dioxide gas, in water as
                                                     dissolved carbon dioxide and in all organisms as
                                                     complex molecules that control the chemistry of
                                                     life.
                                                     DOK 3
Laurel County (KY) Public Schools Curriculum Guide                                                                             Last Updated: September 2007
Chemistry
  Unit Name &                 Program of Studies:        Sequence of Unit        Core Content for Assessment 4.1       Essential              Supplemental
 Length of Time               Skills and Concepts            Activities                                               Vocabulary               Resources
                                                         (Students will …)
Essential/Guiding
   Questions
Stoichiometry                                        Discuss Avogadro’s                                           Stoichiometry        
1. What is the
                                                       number, the mole, and                                        Mole
quantitative                                           molar mass for elements                                      Avagadro’s
significance of                                        and compounds                                                 number
chemical formulas                                     Mass mole conversions                                        Molar mass
and equations?                                        Mole Mole conversions                                        Coefficient
2. How do we
represent the                                                                                                       Mole ratio
enormous number of                                                                                                  Law of
particles that even                                                                                                  conservation of
the smallest samples
                                                                                                                     mass
of matter contain?
3. Given mass data,                                                                                                 Limiting reactant
how can we                                                                                                          Excess reactant
determine the                                                                                                       Actual yield
empirical and
molecular formulas
                                                                                                                    Experimental
of compounds?                                                                                                        yield
4. How can we use                                                                                                   Percent yield
the mole concept on                                                                                                 Percent
a practical,
                                                                                                                     composition
macroscopic level?
5. How can we                                                                                                       Empirical
predict the yield of a                                                                                               formula
chemical reaction?                                                                                                  Molecular
                                                                                                                     formula

				
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