Science Content Standards and Objectives 11th and 12th Grade Chemistry
Standard 1: Nature of Science (SC.S.C.1)
Students will
- demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of diverse cultures and scientists.
- demonstrate the ability to use the inquiry process to solve problems.
Essential / Important / Compact
SC.O.C.1.1
/ implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
/ x
SC.O.C.1.2
/ formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
/ x
SC.O.C.1.3
/ conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic.).
/ x
SC.O.C.1.4
/ design, conduct, evaluate and revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions).
/ x
SC.O.C.1.5
/ draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps).
/ x
SCO.C.1.6
/ investigate, compare and design
scientific and technological
solutions to address personal
andsocietal problems.
/ x
SC.O.C.1.7 / given current science-technology-societal issues,construct and defend potential solutions.
/ x
SC.O.C.1.8
/ relate societal, cultural and economic issues to key scientific innovations
/ x
SC.O.C.1.9 synthesize concepts across
various science disciplines to
better understand the natural
world (e.g., form and function,
systems, and change over time / x
Standard 2: Content of Science SC.S.C.2
Students will
- demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories, and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences.
- apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences
Essential / Important / Compact
SC.O.C.2.1 classify pure substances by
their chemical and physical
properties
/ x
SC.O.C.2.2 research and evaluate the
contributions to the evolution of
the atomic theory.
/ x
SC.O.C.2.3 describe atoms using the
Quantum Model
/ x
SC.O.C.2.4 produce electron configurations
and orbital diagrams for any
element on the periodic table and
predict the chemical properties
of the element from the electron
configuration.
/ x
SC.O.C.2.5 illustrate Lewis’ dot structures
for representative (main group)
elements.
/ X
SC.O.C.2.6 generate the correct formula
and/or name for ionic and
molecular compounds.
/ x
SC.O.C.2.7 analyze periodic trends in
atomic size, ionic size,
electronegativity, ionization
energy and electron affinity.
/ x
SC.O.C.2.8 predict the type of bonding that
occurs between atoms and
characterize the properties of the
ionic, covalent or metallic
substances.
/ x
SC.O.C.2.9 identify ordination numbers to
determine electron movement.
SC.O.C.2.10 construct models to explain the
structure and geometry of
organic and inorganic
molecules.
/ x
SC.O.C.2.11 given the reactants, anticipate
the products and create
balanced equations for the five
general types of chemical
reactions: synthesis or
combination, decomposition,
single replacement, double
replacement, and combustion.
/ x
SC.O.C.2.12 determine experimentally the
effects of temperature and
concentration on solution
properties: solubility,
conductivity, density and
colligative properties.
/ x
SC.O.C.2.13 classify reactions as
exothermic and endothermic
reactions by the direction of
heat flow in a chemical
reaction.
/ x
SC.O.C.2.14 explain the chemical and physical
concepts involved in dynamic
equilibrium.
SC.O.C.2.15 generate mole conversions
that demonstrate correct
application of scientific
notation and significant:
mass to number of particles,
number of particles to
volume, or volume to mass.
/ x
SC.O.C.2.16 perform calculations using the
combined gas laws.
/ x
SC.O.C.2.17 perform the following “mole”
calculations: molarity,
percentage composition,
empirical and molecular
formula, formulas of hydrates
and theoretical yield.
/ x
SC.O.C.2.18 compare and contrast the
Arrhenius and Bronsted-
Lowry definitions of acids
and bases.
/ x
SC.O.C.2.19 compare methods of
measuring pH: indicators,
indicator papers, and pH
meters.
/ x
SC.O.C.2.20 predict the product of an acid-
base reaction.
/ x
SC.O.C.2.21 investigate and explain
water’s role as a solvent based
upon principles of polarity of
substances.
/ x
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 First Nine Weeks
Properties of Elements Unit
Key Learning/ Power Standards / Power Standard 4:As students perform activities related to the study of chemistry, they will research and evaluate the contributions of various scientists and relate those ideas to the evolution of the atomic theory. / Power Standard 10:
Students will generate the names and/or formulas, construct molecular models, and explain how the geometry of common ionic and molecular compounds affects the properties of organic and inorganic molecules substances.
Benchmark CSOs / SC.O.C.2.2 - research and evaluate the contributions to the evolution of the atomic theory.
/ SC.O.C.2.1- classify pure substances by their chemical and physical properties.
Unit EQ / How is the nature of matter organized and how does energy change the nature of matter?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 3 and 4
21st Century
Online Resources
Lesson EQ’s /
- How did scientists contribute to changing the view of alchemy?
- How are pure substances classified by their properties?
- By what processes are mixtures separated?
Unit Vocabulary
chemical changedistillationfiltrationcondensationenergyheterogeneous mixture
homogeneous mixture endothermicexothermic joule specific heat
mixturesolution states of matter physical change
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 First Nine Weeks
Nomenclature Unit
Key Learning/ Power Standards / Power Standard 10:Students will generate the names and/or formulas, construct molecular models, and explain how the geometry of common ionic and molecular compounds affects the properties of organic and inorganic molecules substances.
Benchmark CSOs / SC.O.C.2.6- generate the correct formula and/or name for ionic and molecular compounds.
Unit EQ / How are compounds named and how are their molecular formulas generated?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapter 5
21st Century
Online Resources
Lesson EQ’s /
- How are binary compounds named?
- How are compounds containing polyatomic ions named?
- What are the rules for naming acids?
- How are the formulas for ionic and molecular compounds written?
Unit Vocabulary
binary compoundbinary ionic compoundacidpolyatomic ionoxyanion
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 First Nine Weeks
Chemical Reactions Unit
Key Learning/ Power Standards / Power Standard 6:Students will analyze the flow and utilization of heat energy in physical changes and chemical and nuclear reactions and apply the principles to societal issues (fuel, food etc).
Benchmark CSOs / SC.O.C.2.11 - given the reactants, anticipate the products and create balanced equations for the five general types of chemical reactions: synthesis or combination, decomposition, single replacement, double replacement and combustion. / SC.O.C.2.13 - classify reactions as exothermic and endothermic reactions by the direction of heat flow in a chemical reaction.
Unit EQ / How does a balanced chemical reaction reflect the Law of Conservation of Matter?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 3, 6 and 7
21st Century
Online Resources
Lesson EQ’s /
- How can the five general types of reactions be identified?
Unit Vocabulary
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endothermicexothermicenergyheat coefficientspectator ion
net ionic equationproduct reactant precipitation reaction
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 SecondNine Weeks
MolesUnit
Key Learning/ Power Standards / Power Standard 7:Students will utilize dimensional analysis and scientific notation while completing the mathematics related various conversions.
Benchmark CSOs / SC.O.C.2.15 - generate mole conversions that demonstrate the correct application of scientific notation and significant: mass to number of particles, number of particles to volume, or volume to mass. / SC.O.C.2.17 - perform the following “mole” calculations: molarity, percentage composition, empirical and molecular formula, formulas of hydrates and
theoretical yield.
Unit EQ / How do we express numbers of molecules or atoms present in a chemical reaction?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 8, 9 and 14
21st Century
Online Resources
Lesson EQ’s / 1.Why is Avogadro’s number important to chemical calculations?
2.How can we use the mole to relate mass (and volume) to the number of particles present in a sample or solution?
3. How does information contained in a chemical formula orbalanced chemical reaction allow us to estimate the number of particles present? /
- How can we use the mole to estimate mass of reactants needed to produce particular amounts of products?
- Why is the actual yield expressed as a percentage of a theoretical yield?
- How is the expression “like dissolves like” and water polarity related?
Unit Vocabulary
empirical formula limiting reactant theoretical yield percent yield
Avogadro’s number empirical formula dilution standard solution
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Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 Second Nine Weeks
Electron Configurations and Quantum Numbers Unit
Key Learning/ Power Standards / Power Standard 5:Students will analyze and recognize patterns on the Periodic Table and apply those patterns to describe chemical properties, determine quantum numbers and electronegativity, predict bond types, and draw Lewis Electron Dot structures. / Power Standard 4:
As students perform activities related to the study of chemistry, they will research and evaluate the contributions of various scientists and relate those ideas to the evolution of the atomic theory.
Benchmark CSOs / SC.O.C.2.4 - produce electron configurations and orbital diagrams for any element on the periodic table and predict the chemical properties of the element from the electron configuration. / SC.O.C.2.3–describe atoms using the Quantum Model / SC.O.C.2.2 - research and evaluate the contributions to the evolution of the atomic theory.
Unit EQ / How did the current atomic theory develop and change?
Textbook Correlation / Houghton MifflinZumdahlIntroductory Chemistry A FoundationChapter 10
21st Century
Online Resources
Lesson EQ’s /
- How canelements be characterized by electron configurations?
- How do valence electrons
- How do quantum numbers indicate the placement of electrons in an atom?
- What is the relationship between electromagnetic frequency and wavelength?
- According to the Bohr and Schrodinger models, how is energy absorbed or released by an atom?
Unit Vocabulary
principal energy levelsprincipal quantum numbersublevelsPauli Exclusion Principle
valence electronscore electronsorbital (box) diagramwave mechanical model
magnetic quantum numberspin quantum numberangular momentum quantum number
orbital
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Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 Third Nine Weeks
Gas LawsUnit
Key Learning/ Power Standards / Power Standard 7:Students will utilize dimensional analysis and scientific notation while completing the mathematics related various conversions.
Benchmark CSOs / SC.O.C.2.16 - perform calculations using the combined gas laws.
Unit EQ / How do the gas laws relate pressure, volume, moles and temperature to one another?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapter 12
21st Century
Online Resources
Lesson EQ’s /
- How are the combined and ideal gas laws related?
- How are pressure and volume related?
- How are volume and temperature related?
- How are pressure and moles related?
Page 1 of 31
Unit Vocabulary
mm Hgtorrstandard atmosphereSTPDalton’s Law of Partial Pressures
Absolute zeroAvogadro’s LawCharles’s LawpascalBoyle’s Law
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 Third Nine Weeks
Lewis Structures and Geometry Unit
Key Learning/ Power Standards / Power Standard 5:Students will analyze and recognize patterns on the Periodic Table and apply those patterns to describe chemical properties, determine quantum numbers and electronegativity, predict bond types, and draw Lewis Electron Dot structures. / Power Standard 10:
Students will generate the names and/or formulas, construct molecular models, and explain how the geometry of common ionic and molecular compounds affects the properties of organic and inorganic molecules substances.
Benchmark CSOs / SC.O.C.2.5 - illustrate Lewis’ dot structures for representative (main group) elements / SC.O.C.2.8- predict the type of bonding that occurs between atoms and characterize the properties of the ionic, covalent or metallic substances. / SC.O.C.2.7- analyze periodic trends in atomic size, ionic size, electronegativity, ionization energy and electron affinity. / SC.O.C.2.9-
Identify ordination numbers to determine electron movement. / SC.O.C.2.10 - construct models to explain the structure and geometry of organic and inorganic molecules / SC.O.C.2.21 - investigate and explain water’s role as a solvent based upon principles of polarity
of substances.
Unit EQ / How do periodic trends predict the existence of and properties of elements?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 10, 11, 13 and 19
21st Century
Online Resources
Lesson EQ’s /
- How do Lewis structures use electron configurations to predict bonding in covalent molecules?
- How are ionic and covalent bonds related?
- How are bond polarities
- How does nuclear charge affect periodic trends?
- How is the molecular geometry of a compound determined?
Unit Vocabulary
principal energy levelssublevelsPauli Exclusion Principlecore electronsvalence electrons
electromagnetic radiationionization energyatomic sizewavelengthfrequency
VSEPR ModelLewis structurebond energypolar covalent bonddipole moment
duet ruleoctet rulesingle bonddouble bondtriple bond
bond angleresonanceLondon dispersion forces
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Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 FourthNine Weeks
Acids and Bases Unit
Key Learning/ Power Standards / Power Standard 1:Students will utilize the Bronsted-Lowry and Arrhenius definitions of acids and bases while determining the pH through different methodology, predict a product of an acid base reaction, and conduct a neutralization experiment to determine an unknown molarity or volume.
Benchmark CSOs / SC.O.C.2.18
compare and contrast the Arrhenius and Bronsted-Lowry definitions of acids and bases. / SC.O.C.2.19
compare methods of measuring pH: indicators, indicator papers, or pH meters. / SC.O.C.2.20
predict the product of an acid-base reaction.
Unit EQ / How do the Arrhenius and Bronsted-Lowry models of acids and bases differ?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapter 15
21st Century
Online Resources
Lesson EQ’s /
- What properties identify an amphoteric substance?
- What properties identify a conjugate-base pair?
- How can a buffered solution be identified?
- How do indicators represent a change in an acid and base reaction?
2. What happens in a strong acid and weak base reaction?
3. What happens in a strong base and weak acid reaction?
Unit Vocabulary
acidconjugate aciddiprotic acidorganic acidpH scaleKWbase
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 FourthNine Weeks
Equilibrium of Solutions Unit
Key Learning/ Power Standards / Power Standard 6:Students will analyze the flow and utilization of heat energy in physical changes and chemical and nuclear reactions and apply the principles to societal issues (fuel, food etc).
Benchmark CSOs / SC.O.C.2.12
determine experimentally the effects of temperature and concentration on solution properties: solubility, conductivity, density and colligative properties. / SC.O.C.2.14
explain the chemical and physical concepts involved in dynamic equilibrium.
Unit / Why is chemical equilibrium called a dynamic condition?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 14 and 16
21st Century
Online Resources
Lesson EQ’s / 1. How does Le Chatelier’s principle affect chemical equilibrium?
2. How does activation energy affect the concentration and formation of products?
3. How does the law of chemical equilibrium describe the equilibrium condition?
4. How does temperature change affect the equilibrium constant?
Unit Vocabulary
catalystsolubility productheterogeneous equilibriahomogeneous equilibria
enzymeequilibrium expressionsequilibrium positionequilibrium constant
Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 Ongoing Integration
Current Science and Technology Unit
Given a current science-technology-societal issue and using advanced technology tools, students will collaborate to present experimental designs and construct and defend potential solutions.
Benchmark CSOs / SC.O.C.1.7 - given current science-technology-societal issues, construct and defend potential solutions.
Unit EQ / How can science and technology help predict solutions to problems?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapter 1 and Technology and Society feature
21st Century
Online Resources
Lesson EQ’s /
- What is the role of science and technology in the 21st Century?
Unit Vocabulary
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Fayette County Schools
Learning Map
Content Area: Chemistry
Grades 11 and 12 Ongoing Integration
Scientific History Unit
The student will gain an understanding innovation, invention, models, and methodologies as they research historical and cultural contributions in science; an inquiry process will provide explanations of how these contributions have shaped the world we live in and lead to effective problem solving skills for the 21st century.
Benchmark CSOs / SC.O.C.1.2 - formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results. / SC.O.C.1.8 - relate societal, cultural and economic issues to key scientific innovations. / SC.O.C.1.3 - conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic).
Unit EQ / How have the history and culture of science shaped the world we live in
and led to effective 21st Century problem solving skills?
Textbook Correlation / Houghton Mifflin Zumdahl Introductory Chemistry A Foundation
Chapters 1 and 4 Chemistry and History
NOVA DVD Einstein Revealed
21st Century
Online Resources
Lesson EQ’s /
- How does understanding the scientific past help prepare a 21st Century problem solver?
Fayette County Schools