EL
SEGUNDO UNIFIED
EL
SEGUNDO HIGH SCHOOL
COURSE OF STUDY
Course Title: Chemistry 1AB
Department: Science
Grade Levels: 10-12
COURSE DESCRIPTION
Chemistry is a laboratory science course that emphasizes the physical environment at the atomic level. This course covers atomic properties, reaction principles, states of matter, and the many applications of chemistry in the modern world. This course is essential for students considering careers in science, particularly health sciences and engineering
Length: One Year
Prerequisite for enrollment: Concurrent enrollment in, or completion of Geometry 1AB, 75% or better in Biology 1.
Type of Course: UC/CSU. Chemistry satisfies the physical science requirement for graduation and meets the California State Chemistry Science Standards
COURSE OUTLINE AND STANDARDS
(ESLRs: All standards serve to incorporate #1 and #2)
Atomic
and Molecular Structure
1. The periodic table displays the elements
in increasing atomic number and shows
how periodicity of the physical and chemical
properties of the elements relates to
atomic structure. As a basis for understanding
this concept:
a. Students
know how to relate the
position of an element in the periodic table to its atomic number and atomic
mass.
b. Students
know how to use the
periodic table to identify metals, semimetals, nonmetals, and halogens.
c. Students
know how to use the
periodic table to identify alkali metals, alkaline
earth metals and transition metals, trends in
ionization energy, electronegativity,
and the relative sizes of ions and atoms.
d. Students
know how to use the
periodic table to determine the number of electrons available for bonding.
e. Students
know the nucleus of the
atom is much smaller than the atom yet contains most of its mass.
f.* Students
know how to use the
periodic table to identify the lanthanide, actinide, and transactinide
elements and know that the transuranium elements were
synthesized and identified in laboratory experiments through the use of nuclear
accelerators.
g.* Students
know how to relate the
position of an element in the periodic table to its quantum electron
configuration and to its reactivity with other elements in the
table.
h.* Students
know the experimental basis
for Thomson’s discovery of the electron,
i.* Students
know the experimental basis
for the development of the quantum theory of atomic structure and the
historical importance of the Bohr model of the atom.
j.* Students
know that spectral lines
are the result of transitions of electrons between energy levels and that these
lines correspond to photons with a frequency related to the energy spacing
between levels by using Planck’s relationship (E=hv).
Chemical
Bonds
2. Biological, chemical, and physical
properties of matter result from the ability of
atoms to form bonds from electrostatic forces
between electrons and protons and
between atoms and molecules. As a basis for understanding
this concept:
a. Students
know atoms combine to form
molecules by sharing electrons to form
covalent or metallic bonds or by exchanging
electrons to form ionic bonds.
b. Students
know chemical bonds between
atoms in molecules such as H2,
CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are
covalent.
c. Students
know salt crystals, such as
NaCl, are repeating patterns of positive and
negative ions held together by electrostatic
attraction.
d. Students
know the atoms and
molecules in liquids move in a random pattern
relative to one another because the intermolecular
forces are too weak to hold the
atoms or molecules in a solid form.
e. Students
know how to draw Lewis dot
structures.
f.* Students
know how to predict the
shape of simple molecules and their polarity
from Lewis dot structures.
g.* Students
know how electronegativity and ionization energy relate to bond
formation.
h.* Students
know how to identify solids
and liquids held together by Van der Waals forces or hydrogen bonding and relate these forces to
volatility and boiling/
melting point temperatures.
Conservation
of Matter and Stoichiometry
3. The conservation of atoms in chemical
reactions leads to the principle of conservation
of matter and the ability to calculate the
mass of products and reactants. As a
basis for understanding this concept:
a. Students
know how to describe
chemical reactions by writing balanced equations.
b. Students
know the quantity one
mole is set by defining one
mole of carbon 12
atoms to have a mass of exactly 12 grams.
c. Students
know one mole equals 6.02´1023
particles (atoms or molecules).
d. Students
know how to determine the
molar mass of a molecule from its chemical formula and a table of atomic masses
and how to convert the mass of a molecular substance to moles, number of
particles, or volume of gas at standard temperature and pressure.
e. Students
know how to calculate the
masses of reactants and products in a chemical reaction from the mass of one of
the reactants or products and the relevant atomic masses.
f.* Students
know how to calculate
percent yield in a chemical reaction.
g.* Students
know how to identify
reactions that involve oxidation and reduction and how to balance
oxidation-reduction reactions.
Gases
and Their Properties
4. The kinetic molecular theory describes
the motion of atoms and molecules and
explains the properties of gases. As a basis for
understanding this concept:
a. Students
know the random motion of
molecules and their collisions with a surface create the observable pressure on
that surface.
b. Students
know the random motion of
molecules explains the diffusion of gases.
c. Students
know how to apply the gas
laws to relations between the pressure, temperature, and volume of any amount
of an ideal gas or any mixture of ideal
gases.
d. Students
know the values and
meanings of standard temperature and pressure
(STP).
e. Students
know how to convert between
the Celsius and Kelvin temperature scales.
f. Students
know there is no
temperature lower than 0 Kelvin.
g.* Students
know the kinetic theory of
gases relates the absolute temperature of a gas to the average kinetic energy
of its molecules or atoms.
h.* Students
know how to solve problems
by using the ideal gas law in the form
PV
= nRT.
i.* Students
know how to apply
composition of gases and Graham’s law to predict
diffusion of gases.
Acids
and Bases
5. Acids, bases, and salts are three classes
of compounds that form ions in water solutions.
As a basis for understanding this concept:
a. Students
know the observable
properties of acids, bases, and salt solutions.
b. Students
know acids are
hydrogen-ion-donating and bases are hydrogen-ionaccepting
substances.
c. Students
know strong acids and bases
fully dissociate and weak acids and bases
partially dissociate.
d. Students
know how to use the pH
scale to characterize acid and base solutions.
e.* Students
know the Arrhenius, Brønsted-Lowry, and
Lewis acid–base definitions.
f.* Students
know how to calculate pH
from the hydrogen-ion concentration.
g.* Students
know buffers stabilize pH
in acid–base reactions.
Solutions
6. Solutions are
homogenous mixtures of two or more substances. As a basis for understanding
this concept:
a. Students
know the definitions of solute
and solvent.
b. Students
know how to describe the
dissolving process at the molecular level by
using the concept of random molecular motion.
c. Students
know temperature, pressure,
and surface area affect the dissolving process.
d. Students
know how to calculate the
concentration of a solute in terms of grams per liter, molarity,
parts per million, and percent composition.
e.* Students
know the relationship
between the molality of a solute in a solution and
the solution’s depressed freezing point or elevated boiling point.
f.* Students
know how molecules in a
solution are separated or purified by the methods of chromatography and
distillation.
Chemical
Thermodynamics
7. Energy is exchanged or transformed in all
chemical reactions and physical changes
of matter. As a basis for understanding this
concept:
a. Students
know how to describe
temperature and heat flow in terms of the motion of molecules (or atoms).
b. Students
know chemical processes can
either release (exothermic) or absorb (endothermic) thermal energy.
c. Students
know energy is released
when a material condenses or freezes and is
absorbed when a material evaporates or melts.
d. Students
know how to solve problems
involving heat flow and temperature
changes, using known values of specific heat and
latent heat of phase change.
e.* Students
know how to apply Hess’s
law to calculate enthalpy change in a reaction.
f.* Students
know how to use the Gibbs
free energy equation to determine whether a reaction would be spontaneous.
Reaction
Rates
8. Chemical reaction rates depend on factors
that influence the frequency of collision of
reactant molecules. As a basis for understanding
this concept:
a. Students
know the rate of reaction
is the decrease in concentration of reactants or the increase in concentration
of products with time.
b. Students
know how reaction rates
depend on such factors as concentration, temperature, and pressure.
c. Students
know the role a catalyst
plays in increasing the reaction rate.
d.* Students
know the definition and
role of activation energy in a chemical reaction.
Chemical
Equilibrium
9. Chemical equilibrium is a dynamic process
at the molecular level. As a basis for
understanding this concept:
a. Students
know how to use LeChatelier’s principle to predict the effect of changes in
concentration, temperature, and pressure.
b. Students
know equilibrium is
established when forward and reverse reaction rates are equal.
c.* Students
know how to write and
calculate an equilibrium constant expression for a reaction.
Organic
Chemistry and Biochemistry
10. The bonding characteristics of carbon
allow the formation of many different organic
molecules of varied sizes, shapes, and chemical
properties and provide the biochemical
basis of life. As a basis for understanding this
concept:
a. Students
know large molecules
(polymers), such as proteins, nucleic acids, and
starch, are formed by repetitive combinations of
simple subunits.
b. Students
know the bonding
characteristics of carbon that result in the formation of a large variety of
structures ranging from simple hydrocarbons to complex polymers and biological
molecules.
c. Students
know amino acids are the
building blocks of proteins.
d.* Students
know the system for naming
the ten simplest linear hydrocarbons and
isomers that contain single bonds, simple
hydrocarbons with double and triple
bonds, and simple molecules that contain a
benzene ring.
e.* Students
know how to identify the
functional groups that form the basis of
alcohols, ketones, ethers,
amines, esters, aldehydes, and organic acids.
f.* Students
know the R-group structure
of amino acids and know how they combine to form the polypeptide backbone
structure of proteins.
Nuclear
Processes
11. Nuclear processes are those in which an atomic
nucleus changes, including radioactive decay of naturally occurring and
human-made isotopes, nuclear fission, and
nuclear fusion. As a basis for understanding this
concept:
a. Students
know protons and neutrons
in the nucleus are held together by nuclear
forces that overcome the electromagnetic repulsion
between the protons.
b. Students
know the energy release per
gram of material is much larger in nuclear
fusion or fission reactions than in chemical
reactions. The change in mass (calculated by E =mc2) is small but significant in nuclear
reactions.
c. Students
know some naturally
occurring isotopes of elements are radioactive, as
are isotopes formed in nuclear reactions.
d. Students
know the three most common
forms of radioactive decay (alpha, beta,
and gamma) and know how the nucleus changes in
each type of decay.
e. Students
know alpha, beta, and gamma
radiation produce different amounts and
kinds of damage in matter and have different
penetrations.
f.* Students
know how to calculate the
amount of a radioactive substance remaining after an integral number of half
lives have passed.
g.* Students
know protons and neutrons
have substructures and consist of particles
called quarks.
(ESLRs: All Laboratory standards serve to incorporate #1, #2, #3, #4)
12. Scientific progress is made by asking
meaningful questions and conducting careful
investigations. As a basis for understanding this concept
and addressing the content
in the other four strands, students should
develop their own questions and perform
investigations. Students will:
a. Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to
perform tests, collect data,
analyze relationships, and display data.
b. Identify and
communicate sources of unavoidable experimental error.
c. Identify
possible reasons for inconsistent results, such as sources of error or
uncontrolled conditions.
d. Formulate
explanations by using logic and evidence.
f. Distinguish
between hypothesis and theory as scientific terms.
g. Recognize the
usefulness and limitations of models and theories as scientific
representations of reality.
j. Recognize the
issues of statistical variability and the need for controlled tests.
k. Recognize the
cumulative nature of scientific evidence.
l. Analyze
situations and solve problems that require combining and applying
concepts from more than one area of science.
m. Investigate a
science-based societal issue by researching the literature, analyzing data, and
communicating the findings. Examples of issues include irradiation of food,
cloning of animals by somatic cell nuclear transfer, choice of energy sources,
and land and water use decisions in
n. Know that when
an observation does not agree with an accepted scientific
theory, the observation is sometimes mistaken or
fraudulent (e.g., the Piltdown
Man fossil or
unidentified flying objects) and that the theory is sometimes wrong
(e.g.,
the Ptolemaic model of the movement of the Sun, Moon, and planets).
INSTRUCTIONAL METHODS (#1, #2)
A. Lectures, discussions and guided practice (also #3)
B. Laboratory investigations (also #3, #4)
C. Manipulatives
D. Class work and homework (also #3)
E. Individual work (also #3)
F. Group work (also #3, #4)
G. Guest speakers (also #4)
EVALUATION/GRADING OF STUDENT WORK (#1, #2, #3)
A. Quizzes and chapter tests
B. Semester exam
C. Comprehensive final exam
D. Homework and classroom participation
E. Laboratory Write-ups
F. Topical essays
INSTRUCTIONAL MATERIALS
A. Text: Chemistry, by Heath
B. Lab Text for Chemistry, by Heath
C. Scientific Calculator
D. Laboratory materials
E. Charts, tables and hand-outs