|
|
© 2008 by Mahomet-Seymour Schools.
All Rights Reserved.
|
|
|
Mahomet-Seymour Schools
|
|
Curriculum
|
|
Science - Chemistry I
|
|
Introduction to Lab and Matter
|
|
The learner will be able to identify and state the
use of various types of laboratory equipment.
|
|
The learner will be able to set up for a laboratory
experiment following proper technique and safety rules.
|
|
The learner will be able to define chemistry and
identify some applications of chemistry in everyday life.
|
|
The learner will be able to describe and use the
scientific method.
|
|
The learner will be able to define energy and list
some types of energy and energy transformation.
|
|
The learner will be able to distinguish between physical
and chemical properties of matter.
|
|
The learner will be able to classify changes in
matter as physical or chemical and give reasons for their choices.
|
|
The learner will be able to distinguish between endothermic
and exothermic chemical reactions.
|
|
The learner will be able to distinguish between
homogeneous and heterogeneous matter.
|
|
The learner will be able to distinguish between
elements, compounds, and mixtures.
|
|
The learner will be able to distinguish between
symbols for elements and formulas for compounds and use the quantitative
meaning of those representations using the law of definite composition.
|
|
The learner will be able to demonstrate how to separate
the components of a mixture.
|
|
The learner will be able to give examples and
recognize examples of the Law of Conservation of Matter and Energy.
|
|
The learner will be able to name and use SI and other
units of length, mass, time, volume and density.
|
|
The learner will be able to determine the density of
an object experimentally.
|
|
The learner will be able to define heat and
temperature and explain the difference between them with examples.
|
|
The learner will be able to perform specific heat and
density calculations from given date as well as data gathered
experimentally.
|
|
The learner will be able to gather experimental data,
calculate and distinguish between the accuracy and precision.
|
|
The learner will be able to perform mathematical operations
involving significant figures and scientific notation.
|
|
The learner will be able to define and explain why
significant figures are important.
|
|
The learner will be able to define, state equations, and
plot graphs for directly and indirectly proportional relationships.
|
|
Changing Models of the Atom-Structure
|
|
The learner will be able to describe the models as
they have changed from the time of the Greek philosophers through the model
proposed by Niels Bohr.
|
|
The learner will be able to explain how scientific evidence
has led to the different models of the atom.
|
|
The learner will be able to summarize and explain how
the observed properties of cathode rays led to the discovery of the
electron as a part of all atoms.
|
|
The learner will be able to summarize and explain how
Rutherford used the results of his
gold foil experiment to develop the nuclear model of the atom.
|
|
The learner will be able to explain the mathematical relationships
among the velocity, wavelength, and frequency of electromagnetic radiation.
|
|
The learner will be able to explaining the dual
nature of light, bright line spectra and the significance of bright line spectra
to how Niels Bohr developed the shell model of the atom.
|
|
The learner will be able to explain the significance
of the bright line spectrum of hydrogen to Bohr's model of atomic
structure.
|
|
The learner will be able to describe the properties
of protons, neutrons, and electrons.
|
|
The learner will be able to define "atomic
number" and "mass number" and describe how they apply to the
composition of isotopes and nuclides.
|
|
The learner will be able to define and distinguish
between relative atomic mass and average atomic mass.
|
|
The learner will be able to calculate the average
atomic mass of an element given the relative abundances of each isotope of the
element.
|
|
The learner will be able to using the periodic table,
draw shell diagrams of atoms to show atomic structure according to Bohr's
model.
|
|
The learner will be able to define a mole in terms of
Avogadro's number; define "molar mass".
|
|
The learner will be able to solve problems involving
mass, mole and the number of atoms of an element or molecules of a
compound.
|
|
The learner will be able to experimentally identify
an element by flame tests.
|
|
The learner will be able to solve problems using the
conversion, factor-label method of problem solving.
|
|
Modern Concept of the Atom
|
|
The learner will be able to explain how Bohr's model
was inconsistent with deBroglie's theory of electrons, ionization energies,
Heisenberg's Uncertainty Principal, and the bright line spectra of more
complex elements.
|
|
The learner will be able to explain how different
factors affect ionization energy; such as the affect of removing more and
more electrons from the same atom, the number of protons, and the ratio of
protons to electrons.
|
|
The learner will be able to predict how various
ionization energies for the same atom will compare by applying the factors
that affect ionization energy.
|
|
The learner will be able to explain how experimental discoveries
led to the changes in Bohr's model of the atom.
|
|
The learner will be able to list the four quantum
numbers in the modern concept of the atom and describe their significance.
|
|
The learner will be able to explain the number of
sublevels corresponding to each of the main energy levels, the number of
orbitals per sublevel and the number of orbitals per main energy level.
|
|
The learner will be able to discuss the significance
of the spin quantum number and the Pauli Exclusion Principle.
|
|
The learner will be able to use the Aufbau principle,
Hund's rule, and the Pauli exclusion principle to represent the arrangement
of electrons in atoms using orbital notation, electron configuration and
electron dot diagrams.
|
|
The learner will be able to use the pattern of electron
configuration in the periodic table to draw dot diagrams, and electron
configuration of any element.
|
|
The learner will be able to explain how the Quantum
Mechanical model of the atom solved the inconsistencies of Bohr's model.
|
|
The learner will be able to set up an experiment to
study the properties of a common gas, oxygen, and compare its properties to
its electron configuration.
|
|
The learner will be able to apply observational and analysis
techniques to determine the combination of four common household substances
in ten different mixtures.
|
|
Periodic Table and Periodic Law
|
|
The learner will be able to explain Mendeleev's role
in the development of the Periodic Table.
|
|
The learner will be able to describe the trend of
properties in the Periodic Table such as: ionization energy, atomic radius,
melting points, metallic character, activity of elements, and electron
arrangement.
|
|
The learner will be able to explain and use the
periodic law to predict the physical and chemical properties of elements.
|
|
The learner will be able to describe the different
section of the modern Periodic Table and explain the significance of each
section.
|
|
The learner will be able to use the periodic table to
determine the valence of elements, and name and write formulas for binary
and ternary compounds, including variable valence elements.
|
|
The learner will be able to calculate molecular
weight and percent composition from formulas of elements.
|
|
The learner will be able to use the Periodic Table to
predict the stability of compounds from the activity of the elements which
make them up.
|
|
The learner will be able to set up an experiment to prepare
and determine the properties of the common element hydrogen.
|
|
The learner will be able to set up an experiment to
collect data and calculate the percent of oxygen in the air.
|
|
Chemical Reactions and Equations
|
|
The learner will be able to list three requirements
for a correctly written chemical equation.
|
|
The learner will be able to write a word equation and
a balanced formula equation for chemical reactions of various types.
|
|
The learner will be able to define and give general
equations for decomposition and double displacement reactions.
|
|
The learner will be able to use a solubility table to
predict which products are precipitates and indicate such in the balanced
chemical equation.
|
|
The learner will be able to observe and predict the products
of chemical reactions and write the balanced chemical equations.
|
|
The learner will be able to define and describe the difference
and likenesses of ionic, polar covalent, nonpolar covalent, and metallic
bonding.
|
|
The learner will be able to classify bonds according
to electronegativity differences.
|
|
The learner will be able to list the different
properties of substances with different types of bonds.
|
|
The learner will be able to use the type of bond to
predict and explain the properties of substances.
|
|
The learner will be able to use electron dot diagrams
to represent different types of bonds.
|
|
The learner will be able to use the periodic table to
predict the type of bond a substance will have.
|
|
The learner will be able to describe the differences
in the types of particles produced when different bonds are formed.
|
|
The learner will be able to set up an experiment to determine
the differences in properties of ammonia vs. ammonium ion due to their
differences in bonding.
|
|
The learner will be able to use VSEPR theory and
electron dot diagrams to predict the geometry of molecules.
|
|
The learner will be able to use the shape of
molecules to predict differences in properties.
|
|
The learner will be able to set up an experiment to
gather information, which will lead to the determination of the type of bond
present in a given substance.
|
|
Kinetic Molecular Theory and Gases
|
|
The learner will be able to state the kinetic molecular
theory of matter and describe how it explains certain properties of matter.
|
|
The learner will be able to describe the three states
of matter in terms of the kinetic molecular theory.
|
|
The learner will be able to define and describe the
differences between an ideal gas and a real gas.
|
|
The learner will be able to describe in terms of
kinetic molecular theory the characteristic properties of gases, expansion,
low density, fluidity, compressibility, and diffusion.
|
|
The learner will be able to state Graham's Law of
Diffusion and be able to use it to calculate relative rates of diffusion
for given gases.
|
|
The learner will be able to describe the conditions
under which a real gas deviates from ideal behavior and explain why.
|
|
The learner will be able to state and use the gas
laws ( Boyle's Law, Charles' Law, and Gay-Lusssac's Law) to calculate various
pressure, volume, and temperature changes of gases.
|
|
The learner will be able to carry out experiments and
collect data involving the gas laws. Graph the information and explain any
inconsistencies.
|
|
The learner will be able to describe how to make and
use a simple mercury barometer.
|
|
The learner will be able to calculate pressure and
volume changes and corrections due to gases being collected by water
displacement.
|
|
The learner will be able to explain the meaning of
standard pressure and temperature and why they are defined.
|
|
The learner will be able to set up an experiment and
collect data to determine the molar volume of a gas.
|
|
The learner will be able to explain the significance
of and use Avogadro's Law and the Law of Combining Volumes.
|
|
The learner will be able to use the ideal gas law
equation to calculate volume-temperature-pressure changes.
|
|
The learner will be able to discuss the significance
of absolute-zero temperature and use the Kelvin scale in calculation.
|
|
The learner will be able to describe the motion of
particles in the liquid and solid state according to the kinetic theory and
how this relates to the properties of solids and liquids.
|
|
The learner will be able to describe and predict the changes
of state which occur with various energy changes.
|
|
The learner will be able to explain the differences
and calculate the amount of energy needed for heat of fusion and heat of
vaporization changes.
|
|
The learner will be able to explain and predict how
vapor pressure is related to the boiling point of a substance.
|
|
The learner will be able to explain why water has
such exceptional properties in terms of its structure and bonding.
|
|
The learner will be able to describe the processes of
boiling, freezing, melting, and sublimation in terms of the kinetic
molecular theory.
|
|
The learner will be able to describe the difference between
amorphous and crystalline solids and the seven different crystal systems.
|
|
The learner will be able to recognize and draw the
seven different crystal systems.
|
|
The learner will be able to set up an experiment to demonstrate
how crystals can be grown by four different methods and explain the
differences using the kinetic molecular theory.
|
|
The learner will be able to describe the difference between
hydrated, efflorescence, deliquescence and determine each experimentally.
|
|
The learner will be able to use crystalline
properties to determine the type of bond present and vice versa, use type of
bond to predict the properties of a substance.
|
|
The learner will be able to determine experimentally
the heat of fusion for water and explain how energy is involved in change
of state.
|
|
The learner will be able to recognize the four
different types of reactions: composition, decomposition, single
replacement, and double displacement.
|
|
The learner will be able to predict products and
write balanced formula equations to represent the reaction.
|
|
The learner will be able to given reactants, write a balanced
formula equation to represent the reaction.
|
|
The learner will be able to define mole ratio and
describe its role in stoichiometry calculations.
|
|
The learner will be able to use the conversion factor
method to solve mass-mass, mass-mole, mass-volume and volume-volume
stoichiometry problems, showing work neatly with units.
|
|
The learner will be able to define limiting reagents
and calculate limiting reagents in stoichiometery problems.
|
|
The learner will be able to calculate stoichiometry
problems with non standard conditions.
|
|
Reaction Energy and Reaction Kinetics
|
|
The learner will be able to explain the differences
between heat of reaction, heat of formation, and enthalpy.
|
|
The learner will be able to explain the concept of
bond energy and its relationship to heat of reaction.
|
|
The learner will be able to graph the potential
energy versus reaction pathway to represent what happens as a reaction
takes place.
|
|
The learner will be able to label a graph of
potential energy versus reaction pathway with reactants, products,
activation energy, and activated complex.
|
|
The learner will be able to explain the relationship
of enthalpy and entropy to the tendency for a reaction to occur.
|
|
The learner will be able to explain the requirements
for a reaction to take place.
|
|
The learner will be able to use the collision theory
to predict whether certain reactions will take place at all, will occur
spontaneously, and how fast.
|
|
The learner will be able to use experimental
information to determine if a reaction is exothermic or endothermic, and
whether it has high or low activation energy.
|
|
The learner will be able to list and explain, in terms
of the collision theory, four methods of increasing the rate of a reaction.
|
|
The learner will be able to write balanced
thermochemical equations given the reactants and the heat of reaction.
|
|
The learner will be able to predict the stability of
a substance from its heat of formation and explain why it is stable or
unstable.
|
|
The learner will be able to distinguish between
solution, solute, and solvent.
|
|
The learner will be able to classify solutions
according to the type of solute and solvent present.
|
|
The learner will be able to describe the mechanism of
dissolving and how it is related to exothermic and endothermic heats of
solution.
|
|
The learner will be able to gather experimental data and
use it to list liquids in order of increasing polarity.
|
|
The learner will be able to predict whether
substances are soluble using their relative polarities.
|
|
The learner will be able to compare and contrast the properties
of suspension, colloids, and solutions Use these properties to predict
whether a mixture is a suspension, colloid or solution.
|
|
The learner will be able to list and explain three factors
that influence the rate of dissolving a solid in a liquid.
|
|
The learner will be able to explain solution
equilibrium and distinguish among saturated, unsaturated, and
supersaturated solutions.
|
|
The learner will be able to experimentally determine
whether a solution is saturated, unsaturated or supersaturated.
|
|
The learner will be able to explain and compare the
effects of temperature, heat of solution and pressure on solubility of solids
and gases in liquids.
|
|
The learner will be able to experimentally gather
data to establish a solubility curve for a solid dissolving in water.
|
|
The learner will be able to explain how solutes affect
solvent properties, such as vapor pressure, boiling point, and freezing
point.
|
|
The learner will be able to define colligative
property and how it changes with different amounts of solute.
|
|
The learner will be able to define and calculate
concentrations using molarity and molality units.
|
|
The learner will be able to calculate colligative
property changes using molarlity units of concentration.
|
|
The learner will be able to describe an experimental
method for determining the molar mass using a colligative property.
|
|
The learner will be able to describe the solution
process for an ionic compound.
|
|
The learner will be able to write equations for
dissolving soluble ionic compounds in water.
|
|
The learner will be able to describe the solution process
for a molecular electrolyte and contrast dissociation and ionization.
|
|
The learner will be able to distinguish between
strong and weak electrolytes and give examples of each.
|
|
The learner will be able to explain how a substance
is a strong or weak electrolyte and be able to write equations to represent
strong and weak electrolytes.
|
|
The learner will be able to explain what is needed in
a solution for it to be able to conduct electricity and how this is related
to the type of compound dissolved.
|
|
The learner will be able to predict whether a
solution of a given substance will conduct electricity.
|
|
The learner will be able to explain how a solution of
ions conducts electricity by chemical reaction and give the equations to
represent the reactions which occur at the anode and the cathode.
|
|
The learner will be able to gather experimental data
to determine whether a substance is a nonelectrolyte, a weak electrolyte,
or a strong electrolyte.
|
|
Acids-Bases, Titration, and pH
|
|
The learner will be able to list and describe five
general properties of acids and bases.
|
|
The learner will be able to define and give an
example of a traditional acid and base.
|
|
The learner will be able to explain the difference
between a strong and weak acid, and a strong and weak base.
|
|
The learner will be able to name and give formulas
for common acids and bases.
|
|
The learner will be able to list uses of acids and
bases and explain what properties make them useful for that purpose.
|
|
The learner will be able to be able to write
ionization equations for strong and weak acids and bases.
|
|
The learner will be able to explain the relationship
of the hydrogen ion and the hydronium ion.
|
|
The learner will be able to be able to give examples
of reaction of acids and bases, represented with balanced equations.
|
|
The learner will be able to be able to predict
products of reactions involving acids and bases.
|
|
The learner will be able to designing a demonstration
to illustrate at least two properties of acids or bases. Carry out the demonstration
or experiment following safe laboratory procedures.
|
|
The learner will be able to define pH and explain the
meaning of the pH scale.
|
|
The learner will be able to calculate the pH of a solution
given its molarity as an acid or base.
|
|
The learner will be able to define the ion product
constant for water and describe the equilibrium involved.
|
|
The learner will be able to calculate the concentration
of H+ or OH- given the other concentration State the relationship between
the concentration of hydrogen and hydroxide ions in solution.
|
|
The learner will be able to define titration and
describe how a titration is carried out.
|
|
The learner will be able to carry out a titration and
the calculations to determine the unknown concentration of an acid or base.
|
|
The learner will be able to be able to analyze and explain
sources of error in a titration experiment.
|
|