COURSE OF STUDY CHECKLIST

Course: Chemistry

Date Submitted: October 2008

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Please return to the Office of Curriculum and Instruction (with a hard copy AND an electronic copy) after your review of the course of study.

MAHWAH TOWNSHIP PUBLIC SCHOOLS

MAHWAH, NEW JERSEY

Course of Study:

Chemistry

Prepared by:Dr. Charles Montesano

Mrs. Karen Cuttita-MorganSuperintendent

Ms. Amy Vander Fliet

Mrs. Karen Hickey

Mrs. Amy Heid

Mr. Vincent DionisioMr. John P. Pascale

Department Supervisor Principal, MahwahHigh School

Board of Education Approved:

October 22, 2008

OVERVIEW:

Chemistry is intended for the 10th grade student at MahwahHigh School. Three years of science are required for graduation beginning with the class of 2003. This is the second course in the science sequence that begins with Biology. This course is designed to provide students with an overview of the basic principles and laws of chemistry, emphasizing the application of chemistry to the issues of our daily lives. Major topics include: atomic and molecular structure, chemical reactions, solutions, states of matter, and acid-base theory. This course meets mandated NJ Core Content Curriculum Standards and the new State Competency Assessments.

During the four day rotation, this course meets three times, including one double laboratory period. The course is assigned six credits and has a weight of three. Prerequisites for this course are Biology, or Honors Biology, Algebra I, and Geometry.

Assessment of student success will take a variety of forms. Frequent written tests and quizzes containing both objective and free response questions will be used. Students will be asked to conduct laboratory investigations and to report on the results of their investigations through written, verbal, and visual presentations. Homework will be assigned on a regular basis.

CORE CURRICULUM CONTENT STANDARDS & GOALS:

Core curriculum content standards and cumulative progress indicators, taken from the NJDOE publication entitled Core Curriculum Content Standards (July 2, 2002), specifically addressed by this course of study include:

Standard 5.1 (Scientific Process) All students will develop problem-solving, decision-making and inquiry skills reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusion, and communicating results.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Habits of Mind

  1. When making decisions, evaluate conclusions, weight evidence, and recognize that arguments may not have equal merit.
  2. Assess the risks and benefits associated with alternative solutions.
  3. Engage in collaboration, peer review, and accurate reporting of findings.
  4. Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.
  1. Inquiry and Problem Solving
  1. Select and use appropriate instrumentation to design and conduct investigations.
  2. Show that experimental results can lead to new questions and further investigations.

C. Safety

  1. Understand, evaluate and practice safe procedures for conducting science investigations.

Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,

Students will:

A.Cultural Contributions

  1. Recognize the role of the scientific community in responding to changing social and political conditions and how scientific and technological achievement effect historical events.

B. Historical Perspectives

  1. Examine the lives and contributions of important scientists who effected major breakthroughs in our understanding of the natural and designed world. Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge.
  2. Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques.

Standard 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A.Numerical Operations

  1. Reinforce indicators from previous grade level.

B.Geometry and Measurement

  1. When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data.

C.Patterns and Algebra

  1. Apply mathematical models that describe physical phenomena to predict real world events.

D.Data Analysis and Probability

  1. Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical distributions.

Standard 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A.Science and Technology

  1. Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems.

B.Nature of Technology

  1. Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact.

C.Technological Design

  1. Plan, develop, and implement a proposal to solve an authentic, technological problem.

Standard 5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by end of Grade 12, students will:

A.Structure and Properties of Matter

  1. Know that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron.
  2. Know that the number of protons in the nucleus defines the element.
  3. Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.
  4. Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons.
  5. Explain how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure.
  6. Know that many biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.
  7. Recognize that the properties of matter are related to the structure and arrangement of their molecules and atoms, such as in metallic and nonmetallic crystals and carbon compounds.
  8. Know that different levels of energy of an atom are associated with different configurations of its electrons.
  1. Chemical Reactions
  2. Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the presence of a catalyst. Show that some changes in chemical bonds require a net input or net release of energy.

MEASURABLE COURSE GOALS:

Students will:

All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

All students will gain an understanding of the structure, the properties, and behavior of matter.

All students will develop an understanding of the energy relationships between matter and how energy is transferred through chemical reactions.

All students will understand the interrelationships between the chemical principals and concepts and how chemistry is involved in environmental and societal issues.

All students will gain an understanding of chemical reactivity and products of chemical reactions.

All students will gain an understanding of the relationships in the Periodic Table of Elements and how the period table reflects the relationship between properties of elements and their atomic structure.

All students will gain an understanding of the chemical principals of simple organic compounds including structure, nomenclature, and properties as they relate to areas such as bonding, equilibria involving weak acids, kinetics, colligative properties, and stoichiometric determinations of empirical and molecular formulas.

COURSE OBJECTIVES:

All students will develop problem-solving, decision-making and inquiry skills reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusion, and communicating results.

All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

All students will gain an understanding of the structure and behavior of matter.

RESOURCES:

Wilbraham, Anthony; Staley, Dennis; Matta, Michael. (1995). Chemistry. New York: Addison-Wesley Publishing

TI-83+ graphing calculators, Vernier LabPro Technology, and Vernier Graphical Analysis software

COURSE CONTENT AND COURSE OUTLINE:

Below is an outline of topics and subtopics to be taught with the time to be spent on each unit indicated.

Like all science courses at the high school, much of this course content is dependent on laboratory experiments and activities. It is the intent of all laboratory work to engage students in the process of scientific inquiry as much as possible. This includes involving students in forming experimental questions, choosing methods for data collection, collecting and representing data, as well as analyzing and presenting results. Presentation of laboratory work will include, but not be limited to, keeping laboratory notebooks.

Marking Period One: Unit I - STRUCTURE OF MATTER

  1. Physical and Chemical Properties
  1. Physical properties and changes 12/5.6 A4; 12/5.6 B3
  2. Chemical properties and changes 12/5.6 A4; 12/5.6 B3
  3. Conservation of matter and energy 12/5.6 A4; 12/5.6 B3

II.Classifying Matter

  1. Elements
  2. Compounds
  3. Mixtures
  4. Heterogeneous/homogeneous mixtures

III.Atomic Structure

a. Atoms and their structure12/5.6 A1

b. Electrons, protons, neutrons 12/5.6 A1

c. Atomic number 12/5.6 A2

  1. Mass number
  2. Isotopes
  3. Atomic mass
  4. ½ Life
  5. Scientists who discovered subatomic particles 12/5.2 B1

IV.Electrons in Atoms

a. Atomic model History 12/5.6 A1; 5.2 B3, 8.2A3

b. Quantum Mechanical Model 12/5.1 A1; 12/5.6 A1; 12/5.2 B3

c. Atom Orbitals 12/5.6 A1; 12/5.2 B3

d. Electron Configuration 12/5.6 A8

e. Atomic Spectra 12/5.6 A8

V.Chemical Periodicity

a. Development of the periodic table 12/5.6 A5; 12/5.6 A8; 12/5.2 B3

b. Electron configuration and the table 12/5.6 A8, A5

c. Trends in the periodic table 12/5.6 A5, A8

Atom size 12/5.6 A5, A8

VI.Bonding

  1. Valence electrons 12/5.6 A4, A8
  2. Configuration of electrons for ions 12/5.6 A4, A8
  3. Ionic and covalent properties 12/5.6 A3, A6, A7
  4. Metallic Bonds 12/5.7 A4
  5. Polar and nonpolar molecules 12/5.6 A6
  6. Electronegativity difference
  7. Attraction forces
  8. Bond dissociation energy 12/5.6 B2

VII.Chemical Names and Formulas

  1. Atoms and Ions
  2. Compounds
  3. Chemical formulas
  4. Ionic charges of elements 12/5.6 A5
  5. Polyatomic ions

Laboratory Experiments/Activities: (9.2.12 F1-5, 9.2.12 C2, 9.1.12 B2-4)

Burning Question (Inquiry): Burning Candle

Statistics review 12/5.1 A1, B1, C1; 12/5.3 A1, B1, C1, D1

Accuracy and precision in measurement 12/5.1 A1, B1, C1; 12/5.3 A1, B1, C1, D1

Density:

Statistics review 12/5.1 A1, B1, C1; 12/5.3 A1, B1, C1, D1

Accuracy and precision in measurement 12/5.1 A1, B1, C1; 12/5.3 A1, B1, C1, D1

Separation of Matter 12/5.1 A1, A2, A3, A4

Atomic Mass Model 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1

 ½ Life with Dice (Nuclear Chemistry) 12/5.1 A1, A2, A3, A4, B1, B2, C1

Atomic Emissions/Flame Test 12/5.1 A1, A2, A3, A4, B1, B2, C1

Properties of Ionic & Covalent Substances 12/5.1 A1, A2, A3, A4, B1, B2, C1

Building three dimensional molecules 12/5.1 A1, A2, A3, A4, B1, B2, C1

Making a Polymer 12/5.1 A1, A2, A3, A4, B1, B2, C1

Chemical Names and Formulas 12/5.1 A1, A2, A3, A4, B1, B2, C1

Test for Iron II and Iron III 12/5.1 A1, A2, A3, A4, B1, B2, C1

Marking Period Two: Unit II – CHEMICAL QUANTITIES & REACTIONS

I.Chemical Quantities

  1. Measuring matter 12/5.3 A1, B1
  2. “The mole”/Avogadro’s Number12/5.3 A1, B1; 12/5.2 B1, 8.1B5
  3. Gram formula mass 12/5.3 A1, B1
  4. Mole-mass conversions 12/5.3 A1, B1
  5. Volume of a mole of gas 12/5.3 A1, B1
  6. Percent composition 12/5.3 A1, B1
  7. Empirical Formula 12/5.3 A1, B1
  8. Molecular Formula 12/5.3 A1, B1
  9. Density of a gas at STP 12/5.3 A1, B1

II.Chemical Reactions

  1. Writing chemical formulas 12/5.6 B2
  2. Types of chemical reactions 12/5.6 B2
  3. Recognizing a balanced equation 12/5.6 B2, B3, B4
  4. Predicting products of reactions 12/5.6 B1

III.Stoichiometry

  1. Interpreting balanced equations 12/5.3 A1; 12/5.6 B4
  2. Mole-mole calculations 12/5.3 A1; 12/5.6 B4
  3. Mass-mass calculations 12/5.3 A1; 12/5.6 B4
  4. Volume-mole calculations 12/5.3 A1; 12/5.6 B4

IV.Acids and Bases

a. Properties of acids and bases 12/5.6 A7

  1. Names and formulas 12/5.6 A7
  2. pH/buffers 12/5.6 A7
  3. Arrehenius acids and bases 12/5.2 B1
  4. Bronsted Lowry acids/bases 12/5.2 B1
  5. Strengths of acids/bases 12/5.3 A1, C1
  6. Neutralization 12/5.3 A1, C1, D1
  7. Titration 12/5.3 A1, C1, D1

Laboratory Experiments/Activities: (9.2.12 F1-5, 9.2.12 C2, 9.1.12 B2-4)

Determining a mole of Water12/5.1A1, A2, A3, A4; B1, B2, C1

Determining an empirical formula 12/5.1A1, A2, A3, A4; B1, B2, C1

Density of CO2 12/5.1A1, A2, A3, A4; B1, B2, C1

Types Of Chemical Reactions 12/5.1A1, A2, A3, A4; B1, B2, C1

Copper & Silver Nitrate 12/5.1A1, A2, A3, A4; B1, B2, C1

Properties of Acids and Bases:

Titration 12/5.1A1, A2, A3, A4; B1, B2, C1; 12/5.3 A1, B1, C1

How Effective Are Antacids 12/5.1A1, A2, A3, A4; B1, B2, C1; 12/5.3 A1, B1, C1; 12/5.6 A6

Marking Period Three: Unit III – STATES OF MATTER

I.Phases of Matter

a.Solids and their properties 12/5.6 A2; 12/5.6 A7

b.Liquids and their properties 12/5.6 A2; 12/5.6 A7

c.Gases and their properties 12/5.6 A2; 12/5.6 A7

d.Gas pressure 12/5.6 A2; 12/5.3 A1, B1

e.Kelvin Temperature 12/5.6 A2; 12/5.3 A1, B1

f.Kinetic theory 12/5.6 A2

g.Gas Laws and graphing 12/5.3 A1, B1, C1, D1; 12/5.6 A2, 9.2.12A3

h.Boyle’s, Charles’ Gay-Lussac’s 12/5.3 A1, B1, C1, D1; 12/5.6 A2, 9.2.12A3

i.Combined gas law 12/5.3 A1, B1, C1, D1; 12/5.6 A2

j.Ideal gas law 12/5.3 A1, B1, C1, D1; 12/5.6 A2

k.Dalton’s Law of partial pressure 12/5.2 B1; 12/5.3 A1, B1, C1, D1; 12/5.6 A2

II.Properties Of Aqueous Solutions

a. Properties of water 12/5.6 A6, A7

b. Electrolytes and nonelectrolytes 12/5.6 A7

c. Solutions

d. Solubility 12/5.3 D1; 12/5.6 B, 9.2.12A3

e. Factors that effect solubility 12/5.3 D1; 12/5.6 B1

f. Molarity 12/5.3 A1, B1, C1

g. Colligative Properties 12/5.3 A1, C1

h. Percent solutions 12/5.3 A1, B1

i. Water of Hydration 12/5.3 A1, B1

Laboratory Experiments/Activities:(9.2.12 F1-5, 9.2.12 C2, 9.1.12 B2-4)

Slime Challenge 12/5.1 A1, A2, A3, A4, B1, B2, C1

Boyle’s Law 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, D1, 8.1A3

Graphing Exercise/Charles’ Law 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, D1, 9.2.12A3

Synthesis &Qualitative Analysis Of Gases 12/5.1 A1, A2, A3, A4, B1, B2, C1

Gases Galore (SPICE) 12/5.1 A1, A2, A3, A4, B1, B2, C1

% Water In A Hydrate 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, D1

Solvent properties of Water 12/5.1 A1, A2, A3, A4, B1, B2, C1

Heat of Solution 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, D1, 8.1A3

Solubility Curve of KNO3 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, D1, 9.2.12A3

Colligative Properties 12/5.1 A1, A2, A3, A4, B1, B2, C1

Marking Period Four: Unit IV – PHYSICAL CHEMISTRY
  1. Thermochemistry
  2. Energy/ first law of Thermodynamics 12/5.6 B2
  3. Exothermic and endothermic processes 12/5.3 D1; 12/5.6 B2
  4. Calorimetry 12/5.6 B2; 12/5.3 A1, B1, C1
II. Reaction rates and Equilibrium
  1. Heats of formation 12/5.6 B1
  2. Rates, collision Theory 12/5.6 B1
  3. Energy diagrams 12/5.3 D1; 12/5.6 B1
  4. Factors affecting reaction rates 12/5.6 B1
  5. Le Chatlier's Principle 12/5.6 B1
  6. Reaction mechanism 12/5.6 B1
  7. Reversible reactions 12/5.6 B1
  8. Factors affecting equilibrium 12/5.6 B1
  9. Equilibrium constant 12/5.3 A1, C1; 12/5.6 B1

III.Oxidation and Reduction reactions

  1. Electron transfer 12/5.6 A3
  2. Assigning oxidation numbers 12/5.3 A1; 12/5.6 A3
  3. Voltaic cells 12/5.2 B2; 12/5.6 A3
  4. 1/2 cells 12/5.6 A3
  5. Standard reduction potentials 12/5.3 A1; 12/5.6 A3
  6. Calculating cell potential 12/5.3 A1; 12/5.6 A3
  7. Electrolytic cells 12/5.6 A3

Laboratory Experiments/Activities: (9.2.12 F1-5, 9.2.12 C2, 9.1.12 B2-4)

Heat Of Fusion: Wax 12/5.3 A1, B1, C1; 12/5.1 A1, A2, A3, A4, B1, B2, C1, 8.1A3

Heat of combustion: Wax 12/5.3 A1, B1, C1; 12/5.1 A1, A2, A3, A4, B1, B2, C1

Heat of reaction (Hess) 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, 8.1A3

Endothermic v. Exothermic Reactions 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 D1; 12/5.4 A1, 8.1A3

Which food provides more energy? 12/5.1 A1, A2, A3, A4, B1, B2, C1

Rate of Reaction 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, B1, C1, 8.1A3

Investigating equilibrium 12/5.1 A1, A2, A3, A4, B1, B2, C1

Introduction to REDOX:

Electrochemical cells 12/5.1 A1, A2, A3, A4, B1, B2, C1; 12/5.3 A1, C1

FINAL EXAMINATION

INSTRUCTIONAL ACTIVITIES

  1. Lectures to explain content and to encourage good note taking skills.
  1. Laboratory experiments, which allow hands on exploration of textbook definitions and allow the student to investigate and explore.
  1. Demonstrations, which illustrate concepts.
  1. Cooperative learning which allows the student to work collaboratively in solving problems in biology.
  1. Daily homework assignments.

6.Test and quizzes to keep students on task and allow for self-expression in solution of problems and explanation of theories.

STUDENT EVALUATION AND GRADING POLICY BY QUARTER:

Unit Test (2 each marking period)30%

Quizzes15%

Laboratory Work30%

Homework15%

Free Response Assignments10%

Total100%

In the development of this course of studies we were deliberate in providing opportunities that would encourage all students to improve their skills in reading, writing, speaking, listening, numeracy, research and technology. These core skills are imbedded in this document and are part of the district’s commitment to teach them across the content areas.

Integrated and Cross Disciplinary Instruction

In the development of this course of study we were deliberate in providing opportunities that would encourage all students to improve their skills in reading, writing, speaking, listening, numeracy, computation, research, and career exploration. These core skills are embedded in this document and are part of the district’s commitment to teach them across all content areas. Additionally, courses of study support the NJCCCS standards from all nine content areas.

We will integrate the 21st century skills (synthesizing information and communication skills; thinking and problem-solving skills; interpersonal and self-direction skills; global awareness; financial, economic, and business skills; and civic literacy) where appropriate into this course of study.

Technology Integration

Students will utilize a variety of available technology tools including but not limited to web based research, Microsoft Software Applications, Computer Aided Design Applications, Adobe Creative Suite, laptop computers, graphing calculators, computer-based and calculator-based laboratory probe ware from Vernier, and content specific software programs.

NJCCCS for Technological Literacy:

STANDARD 8.1(Computer and information literacy) All students will use computer applications to gather and organize information and to solve problems.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Basic Computer Skills and Tools
  1. Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print.
  2. Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results.
  3. Given a database, define fields, input data from multiple records, produce a report using sort and query, and interpret the data.
  1. Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files.
B. Application of Productivity Tools

Social Aspects