Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
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Atomic
Structure: Atomic structure determines the behavior, scale of
an atom, and the particles that compose it.
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The atomic
structure and the physical and chemical properties of an element
correlate to the position of the element on the periodic table.
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Electron
Energy: Quantum Theory describes the position of an electron.
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Quantum
electron energy changes in the atom can be evaluated via the
energy contained in light emissions.
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There is a relationship between the valence (outermost)
electrons of an atom and the type of bond formed between atoms.
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Changes in
the nucleus of an atom result in emission of radioactivity.
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Properties of
a compound may be different from those of the elements or compounds from
which it is formed.
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Properties of
simple compounds relate to the type of bonding, shape of molecules, and
intermolecular forces.
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Chemical
Reactions: Evidence of chemical reactions exists and can be
demonstrated by the chemical equations that are used to describe them.
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Chemical
reactions demonstrate evidence for the laws of conservation of mass and
conservation of energy.
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Equilibrium: the rate of chemical reactions are affected by factors
specific to collisions (e.g., temperature, particle size, concentration,
and catalysts)
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Certain
reactions do not convert all reactants to products, but achieve a state
of dynamic equilibrium that can be changed.
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Solutions:
Factors affecting the process of dissolving can be measured/evaluated
through the effects that changes in concentration have on solutions.
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Quantitative
and qualitative effects of colligative properties can be
observed/measured when a solute is added to a solution.
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Acids and
bases can be differentiated in terms of their hydrogen ion
concentration.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
Atomic Structure
Objective 1: Relate the structure, behavior, and scale of an atom to the
particles that compose it.
- Summarize the major experimental evidence that led to
the development of various atomic models, both historical and current.
- Evaluate the limitations of using models to describe
atoms.
- Discriminate between the relative size, charge, and
position of protons, neutrons, and electrons in the atom.
- Generalize the relationship of proton number to the
element’s identity.
- Relate the mass and number of atoms to the gram-sized
quantities of matter in a mole.
Objective 2: Correlate atomic structure and the physical
and chemical properties of an element to the position of the element on the
periodic table.
- Use the periodic table to correlate the number of
protons, neutrons, and electrons in an atom.
- Compare the number of protons and neutrons in
isotopes of the same element.
- Identify similarities in chemical behavior of
elements within a group.
- Generalize trends in reactivity of elements within a
group to trends in other groups.
- Compare the properties of elements (e.g., metal,
nonmetallic, metalloid) based on their position in the periodic table.
Objective 3: Understand how quantum theory describes the
position of an electron.
- Understand and describe the quantum numbers n, l, m,
and s.
- Use and electron configuration to identify an
element. Write an electron configuration to identify an Element.
- Identify and express the orbital diagram of an atom.
Electron Energy
Objective 1: Evaluate quantum energy changes in the atom in terms of the
energy contained in light emissions.
- Identify the relationship between wavelength and
light energy.
- Examine evidence from the lab indicating that energy
is absorbed or released in discrete units when electrons move from one
energy level to another.
- Correlate the energy in a photon to the color of
light emitted.
- After observing spectral emissions in the lab (e.g.,
flame test, spectrum tubes), identify unknown elements by comparison to
known emission spectra.
Objective 2: Evaluate how changes in the nucleus of an
atom result in emission of radioactivity.
- Recognize that radioactive particles and wavelike
radiations are products of the decay of an unstable nucleus.
- Interpret graphical data relating half-life and age
of a radioactive substance.
- Compare the mass, energy, and penetrating power of
alpha, beta, and gamma radiation.
- Compare the strong nuclear force to the amount of
energy released in a nuclear reaction and contrast it to the amount of
energy released in a chemical reaction.
- After researching, evaluate and report the effects of
nuclear radiation on humans or other organisms.
Bonding
Objective 1: Analyze the relationship between the valence (outermost)
electrons of an atom and the type of bond formed between atoms.
- Determine the number of valence electrons in atoms
using the periodic table.
- Predict the charge an atom will acquire when it forms
an ion by gaining or losing electrons.
- Predict bond types based on the behavior of valence
(outermost) electrons.
- Compare covalent, ionic, and metallic bonds with
respect to electron behavior and relative bond strengths.
Objective 2: Explain that the properties of a compound may
be different from those of the elements or compounds from which it is
formed.
- Use a chemical formula to represent the names of
elements and numbers of atoms in a compound and recognize that the
formula is unique to the specific compound.
- Compare the physical and chemical properties of a
compound to the elements that form it.
- Explain that combining elements in different
proportions results in the formation of different compounds with
different properties.
Objective 3: Relate the properties of simple compounds to
the type of bonding, shape of molecules, and intermolecular forces.
- Generalize, from investigations, the physical
properties (e.g., malleability, conductivity, solubility) of substances
with different bond types.
- Given a model, describe the shape and resulting
polarity of molecules.
- Identify how intermolecular forces of hydrogen bonds
in water affect a variety of physical, chemical, and biological
phenomena (e.g., surface tension, capillary action, boiling point).
Chemical Reactions
Objective 1: Identify evidence of chemical reactions and demonstrate how
chemical equations are used to describe them.
- Generalize evidences of chemical reactions.
- Compare the properties of reactants to the properties
of products in a chemical reaction.
- Use a chemical equation to describe a simple chemical
reaction.
- Recognize that the number of atoms in a chemical
reaction does not change.
- Determine the molar proportions of the reactants and
products in a balanced chemical reaction.
Objective 2: Analyze evidence for the laws of conservation
of mass and conservation of energy in chemical reactions.
- Using data from quantitative analysis, identify
evidence that supports the conservation of mass in a chemical reaction.
- Use molar relationships in a balanced chemical
reaction to predict the mass of product produced in a chemical reaction
that goes to completion.
- Describe and explain the energy transformations in a
chemical reaction.
- After observing or measuring, classify evidence of
temperature change in a chemical reaction as endothermic or exothermic.
- Using either a constructed or a diagrammed
electrochemical cell, describe how electrical energy can be produced in
a chemical reaction (e.g., half reaction, electron transfer).
- Using collected data, report the loss or gain of heat
energy in a chemical reaction.
Equilibrium
Objective 1: Evaluate factors specific to collisions (e.g., temperature,
particle size, concentration, and catalysts) that affect the rate of
chemical reaction.
- Design and conduct an investigation of the factors
affecting reaction rate and use the findings to generalize the results
to other reactions.
- Use information from graphs to draw warranted
conclusions about reaction rates.
- Correlate frequency and energy of collisions to
reaction rate.
- Identify that catalysts are effective in increasing
reaction rates.
Objective 2: Recognize that certain reactions do not
convert all reactants to products, but achieve a state of dynamic
equilibrium that can be changed.
- Explain the concept of dynamic equilibrium.
- Given an equation, identify the effect of adding
either product or reactant to a shift in equilibrium.
- Indicate the effect of a temperature change on the
equilibrium, using an equation showing a heat term.
Solutions
Objective 1: Describe factors affecting the process of dissolving and
evaluate the effects that changes in concentration have on solutions.
- Use the terms solute and solvent in describing a
solution.
- Sketch a solution at the particle level.
- Describe the relative amount of solute particles in
concentrated and dilute solutions and express concentration in terms of
molarity and molality.
- Design and conduct an experiment to determine the
factors (e.g., agitation, particle size,
temperature) affecting the relative rate of dissolution.
- Relate the concept of parts per million (PPM) to
relevant environmental issues found through
research.
Objective 2: Summarize the quantitative and qualitative
effects of colligative properties on a solution when a solute is added.
- Identify the colligative properties of a solution.
- Measure change in boiling and/or freezing point of a
solvent when a solute is added.
- Describe how colligative properties affect the
behavior of solutions in everyday applications
(e.g., road salt, cold packs, antifreeze).
Objective 3: Differentiate between acids and bases in
terms of hydrogen ion concentration.
- Relate hydrogen ion concentration to pH values and to
the terms acidic, basic or neutral.
- Using an indicator, measure the pH of common
household solutions and standard laboratory solutions, and identify them
as acids or bases.
- Determine the concentration of an acid or a base
using a simple acid-base titration.
- Research and report on the uses of acids and bases in
industry, agriculture, medicine, mining, manufacturing, or construction.
- Evaluate mechanisms by which pollutants modify the pH
of various environments (e.g.aquatic, atmospheric, soil).
Standards
Highest
Frequency Standards
 High
Frequency Standards
 Other
Standards & E-skills
Standard
1:
Students apply the process of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Standard 1 Benchmarks: Grades 9-12
1. ask questions and state hypotheses using prior scientific knowledge to
help design and guide development and implementation of a scientific
investigation
2. select and use appropriate technologies to gather, process, and analyze
data and to report information related to an investigation
3. identify major sources of error or uncertainty within an investigation
(for example: particular measuring devices and experimental procedures)
4. recognize and analyze alternative explanations and models
5. construct and revise scientific explanations and models, using evidence,
logic, and experiments that include identifying and controlling variables
6. communicate and evaluate scientific thinking that leads to particular
conclusions
Standard 2: Physical Science:
Student know and understand common properties, forms, and changes in matter
and energy. (Focus: Physics and Chemistry)
Standard 2 Benchmarks: Grades 9-12
1. elements can be organized by their physical and chemical properties
(Periodic Table)
2. the spatial configuration of atoms and the structure of the atoms in a
molecule determine the chemical properties of the substance
3. there are observable and measurable physical and chemical properties that
allow one to compare, contrast, and separate substances (for example: pH,
melting point, conductivity, magnetic attraction)
4. word and chemical equations are used to relate observed changes in matter
to its composition and structure (for example: conservation of matter)
5. quantitative relationships involved with thermal energy can be
identified, measured, calculated and involving mass, specific heat, and
change in temperature of matter )
6. energy can be transferred through a variety of mechanisms and in any
change some energy is lost as heat (for example: conduction, convection,
radiation, motion, electricity, chemical bonding changes)
7. light and sound waves have distinct properties; frequency, wavelengths
and amplitude
8. quantities that demonstrate conservation of mass and conservation of
energy in physical interactions can be measured and calculated
9. Newton’s Three Laws of Motion explain the relationship between the forces
acting on an object, the object’s mass, and changes in its motion
Standard 3: Life Science: Students know and understand the
characteristics and structure of living things, the processes of life, and
how living things interact with each other and their environment. (Focus:
Biology – anatomy, Physiology, Botany, Zoology, Ecology)
Standard 3 Benchmarks: Grades 9-12
3. there is a purpose of synthesis and breakdown of macromolecules in an
organism (for example: carbohydrates, lipids, amino acids serve as building
blocks of proteins; carbon dioxide and water are the photosynthesis)
Standard 5: Students understand that the nature of science involves a
particular way of building knowledge and making meaning of the natural
world.
Standard 5 Benchmarks: Grades 9-12
1. print and visual media can be evaluated for scientific evidence, bias, or
opinion
2. the scientific way of knowing uses a critique and consensus process (for
example: peer review, openness to criticism, logical arguments, skepticism)
3. graphs, equations or other models are used to analyze systems involving
change and constancy (for example: comparing the geologic time scale to
shorter time frame, exponential growth, a mathematical expression for gas
behavior; constructing a closed ecosystem such as an aquarium)
4. there are cause-effect relationships within systems (for example: the
effect of temperature on gas volume, effect of carbon dioxide level on the
greenhouse effect, effects of changing nutrients at the base of a food
pyramid)
5. scientific knowledge changes and accumulates over time; usually the
changes that take place are small modifications of prior knowledge but major
shifts in the scientific view of how the world works do occur
6. interrelationships among science, technology and human activity lead to
further discoveries that impact the world in positive and negative ways
7. there is a difference between a scientific theory and a scientific
hypothesis |
