Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility.

Transcription

1 PROJECT ASPIRE PREREQUISITE SKILLS ASSESSMENTS School Subject West Vigo High School Chemistry Assessment Number 1 Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility. (1) Students will be given definitions for pure substances and mixtures. (2) Students will do density problems in class. (3) Students will determine the density, melting point, boiling point and solubility of several substances in the lab. Assessment Number 2 Determine the properties and quantities of matter such as mass, volume, temperature, density, melting point, boiling point, conductivity, solubility, color, numbers of moles, and ph (calculate ph from the hydrogen-ion concentration), and designate these properties as either extensive or intensive. (1) Students will analyze extensive and intensive properties of substances in many of the labs. (2) They are taught the extensive and intensive properties in the first unit. Assessment Number 3 Describe solutions in appropriate concentration units (be able to calculate these units) such as molarity, percent by mass or volume, parts per million (ppm), or parts per billion (ppb). (1) Students are given molarity, percent by mass/volume, parts per million and parts per billion problems. (2) Students are given solution chemistry practicums in the lab in which they have to make up given solutions: (molar, molal, percent, ppm)

2 Assessment Number 4 Describe solutions in terms of their degree of saturation. (1) Students are taught the principles of solute, solvent and solubility. (2) Students are taught and shown saturated and unsaturated solutions. (3) Students prepare saturated, unsaturated and supersaturated solutions. Assessment Number 5 ions. Predict formulas of stable ionic compounds based on charge balance of stable (1) Students learn to write correct chemical formulas for ionic compounds. (2) Students are to memorize monatomic and polyatomic ions. Assessment Number 6 Use appropriate nomenclature when naming compounds. (1) Students learn the IUPAC method of naming ionic and molecular compounds. (2) Students take a test solely on this with compounds to name. Assessment Number 7 Use formulas and laboratory investigations to classify substances as metal or nonmetal, ionic or molecular, acid or base, and organic or inorganic. (1) Students learn to effectively use the Periodic Table to determine physical and chemical properties of elements. (2) Students learn the basic properties of all metals/nonmetals. (3) Students learn to differentiate between ionic and molecular compounds.

3 Assessment Number 8 Describe chemical reactions with balanced chemical equations. (1) Students learn to balance chemical equations. (2) When given reactants of basic reactions, students are to be able to give the products and balance the equation. (3) Students observe many reactions in labs/demos. Assessment Number 9 Recognize and classify reactions of various types such as oxidation-reduction. (1) Students are to be able to identify the following types of reactions: a. Synthesis/combination b. Single displacement c. Double displacements (metathesis) d. Combustion e. decomposition (2) Students do an example of each type of reaction in the lab. Assessment Number 10 Predict products of simple reaction types including acid/base, electron transfer, and precipitation. (1) Students are given the reactants of several reactions and must supply products. (2) Students do an example of all basic reaction types in the lab. Assessment Number 11 Demonstrate the principle of conservation of mass through laboratory investigations. (1) Students learn to balance equations.

4 (2) Students do quantitative labs in which they mass their reactants to begin with and mass their products. Assessment Number 12 Use the principle of conservation of mass to make calculations related to chemical reactions. 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. (1) Students learn these basic math skills: mol/mass, mol/volume, mol/# of representative particles. (2) Students learn stoichiometric relationships such as: limiting reagent, excess reagent, theoretical yield, % yield. (3) Students learn to calculate theoretical yields and percent yields for products based on the amounts of reactants. Assessment Number 13 Use Avogadro s law to make mass-volume calculations for simple chemical reactions. (1) Students will do stoichiometry problems in class that have massvolume relationships in them. (2) Students will be tested on problems that have mass-volume relationships. (3) Students will do a gas law lab that they must calculate and determine the volume of gases. Assessment Number 14 Given a chemical equation, calculate the mass, gas volume, and/or number of moles needed to produce a given gas volume, mass, and /or number of moles of product. (1) Students will do a bariety of stoichiometry problems with mass/mole, mass/volume, mole/volume type of relationships. (2) Students will be tested on stoichiometry problems with mass/mole, mass/volume, mole/volume type of relationships

5 (3) Students will do three labs in first year chemistry involving these relationships. Assessment Number 15 Calculate the percent composition by mass of a compound or mixture when given the formula. (1) Students will do percent composition problems as a single assignment. They will have twenty or more compounds to determine the percent composition of. (2) Students will be tested on percent composition problems in the chemical formula unit. (3) Students will determine the percent composition of a copper oxide in the lab. Assessment Number 16 Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution. (1) Students will do an assignment with molarity, molaltiy and percent solution problems. (2) Students will do lab practicals on solutions and be held responsible for making up molar, molal and percent solutions. Assessment Number 17 Prepare a specified volume of a solution of given molarity. (1) Students will do a lab practical in which they are held accountable for making up a solution at a given molarity. Assessment Number 18 Use titration data to calculate the concentration of an unknown solution.

6 (1) Students will have to do a lab practical in which they must titrate an unknown solution and determine its concentration. Assessment Number 19 Predict how a reaction rate will be quantitatively affected by changes of concentration. (1) Students will do a lab in which they vary the concentration of the reactant species and observe/record the rate of reaction. Assessment Number 20 Predict how changes in temperature, surface area, and the use of catalysts will qualitatively affect the rate of a reaction. (1) Students will do a lab in which they will vary these factors: a. Temperature at which the reaction occurs. b. The use or no use of a catalyst. c. The use of larger size and smaller size crystals of a reactant species. (2) As a result of varying these factors, they will observe and record the rate of reaction. Assessment Number 21 Use oxidation states to recognize electron transfer reactions and identify the substance(s) losing and gaining electrons in an electron transfer reaction. (1) Students learn to assign oxidation numbers to elements in compounds in chemistry I. (2) Students are given assignments on balancing redox reactions that occur in acidic/basic solutions. (3) Students take a test on just balancing redox reactions.

7 Assessment Number 22 Write a rate law for a chemical equation using experimental data. (1) Demonstrate to students how a rate law is determined in the kinetics unit. (2) Students learn, in the lab, how the rate laws for reactions can be determined by varying reactant concentrations. Assessment Number 23 Recognize and describe nuclear changes. Assessment Number 24 Recognize the importance of chemical processes in industrial and laboratory settings, e.g., electroplating, electrolysis, the operation of voltaic cells, and such important applications as the refining of aluminum. (1) Students do the following labs in the general chemistry class: a. Synthesis of aspirin b. Synthesis of soap c. Synthesis of oil of winter green d. Build voltaic cells (2) Students are also tested on these concepts. Assessment Number 25 Describe physical changes and properties of matter through sketches and descriptions of the involved materials. (1) Unit 1, first year chemistry, students are to be able to recognize the difference between chemical/physical changes.

8 Assessment Number 26 Describe chemical changes and reactions using sketches and descriptions of the reactants and products. (1) Students do several labs in chemistry I in which they must write, balance and describe the reactions that occur. Assessment Number 27 Explain that chemical bonds between atoms in molecules such as H2, CH4, NH3, C2H4, N2, CI2, and many large biological molecules are covalent. (1) Students are taught a unit on chemical bonding in chemistry I. (2) Students learn to diagram bonding through Lewis Structures. (3) Students are tested on these principles. (4) Students must know the difference between ionic and covalent bonding. Assessment Number 28 Describe dynamic equilibrium. (1) Students are taught equilibria in the kinetics unit. (2) Students calculate equilibrium constants for reactions and learn the meaning of the constant. Assessment Number 29 Recognize indicators of chemical changes such as temperature change, the production of a gas, the production of a precipitate, or a color change. (1) Students learn the means of recognizing chemical reactions through lab experiences recording observations.

9 Assessment Number 30 Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. (1) Students do Boyle s Law, Charle s Law and Gay Lussac s/amonton s Law problems. (2) Students learn practical application of the gas laws in everyday life. Assessment Number 31 Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature (solve problems using pv=nrt). (1) Students do several problems that are ideal gas law problems. (2) Students produce a gas in lab experience and are asked to calculate the moles of gas produced using Pv=nRT. Assessment Number 32 Describe the possible subatomic particles within an atom or ion. (1) Students are taught a unit on subatomic particles. (2) Students learn how each of the subatomic particles were discovered based on the properties of them. (3) Students learn practical application of use of subatomic particle and technologies: (i.e., t.v., computer, x-rays, etc ) Assessment Number 33 Use an element s location in the Periodic Table to determine its number of valence electrons, and predict what stable ion or ions an element is likely to form in reacting with other specified elements.

10 (1) Students learn the commonality of properties of the elements in groups (columns) of the periodic table and that these are based on electron configurations. (2) Students learn to do electron configurations of all the elements. (3) Students use valence in chemical bonding. Assessment Number 34 Infer and explain physical properties of substances, such as melting points, boiling points, and solubility, based on the strength of molecular attractions. (1) Students learn about molecular attractions and polarity in the organic chemistry unit. Assessment Number 35 Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds. (1) Students are taught the types of bonds in chemistry I in a single unit. (2) Students must be able to distinguish between the types of bonding. When given a compound, they should know the type of bonding it has. Assessment Number 36 Describe 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). (1) Students learn about bright-line and emission/absorption spectra in the electrons in atoms unit of chemistry I. (2) Students do flame testing of elements in the lab and look at emission spectra. Assessment Number 37 Distinguish between the concepts of temperature and heat.

11 (1) Students learn about temperature and heat through molecularkinetics. Assessment Number 38 Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change. (1) Students learn to do basic calorimetry studies in the lab. (2) Students learn to solve basic thermodynamic problems in chemistry II. Assessment Number 39 Classify chemical reactions and/or phase changes as exothermic or endothermic. (1) In chemistry I, students learn to classify reactions as being exothermic/endothermic in the Types of Reactions unit. (2) Students also do several labs where they should be able to determine if a reaction is exo or endothermic. Assessment Number 40 Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes. (1) Students learn properties of light energy like wavelength and frequency. (2) Students learn about/use atomic emission and absorption spectra. (3) Basic electrochemistry principles are learned in redox unit. This includes voltaic cells, electrochemical cells and photo cells.

12 Assessment Number 41 Describe that 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. (1) Students learn basic nuclear chemistry principles: fission, fusion, E=mc2. Assessment Number 42 Calculate the amount of radioactive substance remaining after an integral number of half-lives have passed. (1) Students do half-life problems in class. (2) Students are tested on half-life problems. Assessment Number 43 Convert between formulas and names of common organic compounds. (1) Students learn chemical nomenclature and formula writing in first year chemistry. (2) Students are quizzed on names of monatomic and polyatomic ions. (3) Students are tested on formula writing and nomenclature of compounds. Assessment Number 44 Recognize common functional groups and polymers when given chemical formulas and names. (1) Students in chemistry I must memorize all the common monatomic and polyatomic ions used in general chemistry.

13 Assessment Number 45 Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems. (1) Students are tested on historical background of chemistry in first year chemistry. Assessment Number 46 Describe how Lavoisier s system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their findings about chemical reactions with one another without ambiguity. Assessment Number 47 Explain that John Dalton s modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms. (1) Students learn atomic structure principles. (2) Students learn how subatomic particles were discovered. (3) Students learn properties of subatomic particles. Assessment Number 48 Explain how Frederich Wohler s synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry out chemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge field of organic chemistry, the industries based on it, and eventually to the field of biochemistry. (1) Students learn history of and background info on organic chemistry.

14 (2) Students learn basic organic synthesis type reactions. Assessment Number 49 Explain how Arrhenius discovery o the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions. (1) Solution chemistry principles. (2) Ionic compounds and solubility principles. (3) Solution stoichiometry. Assessment Number 50 Explain that the appreciation of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an understanding of chemical reactions on the atomic level. (1) Electrons in atoms unit of study, students must learn electron configurations. (2) Students learn the electron arrangements in balance shell (energy level) determine chemical properties. Assessment Number 51 Describe how the discovery of the structure of DNA by James D. Watson and Francis Crick made it possible to interpret the genetic code on the basis of a sequence of letters. (1) Students learn base-pairing principles in biology. (2) Students learn the makeup of DNA/RNA in freshman biology.