Chemistry Quarter 2. Bonding and Structures Duration 2 Weeks
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1 Chemistry Quarter 2 Bonding and Structures Duration 2 Weeks Big Idea: Essential Questions: 1. Distinguish between nonpolar and polar covalent bonds based on electronegativity differences 2. Draw and interpret the Lewis Structures of Ionic and Covalent Bonds 3. Predict the shape of a molecule using Valence Shell Electron Pair Repulsion (VSEPR) theory 1. How are Lewis structures used to show chemical bonds? 2. How does electron repulsion affect the shape of a molecule? 3. How does the unequal sharing of electrons affect the polarity of a molecule? See list below Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding ionic/covalent). Page 1 of 2
2 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding). Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type. 1. Valence electrons 2. Nonpolar covalent bond 3. Polar covalent bond 4. Polarity 5. Dipole 6. Lewis structures 7. Octet rule 8. Unshared pairs 9. Polyatomic ions 10. Single bond 11. Double bond 12. Triple bond 13. Resonance structures 14. VSEPR theory 15. Trigonal planar 16. Tetrahedral shape 17. Bent shape 18. Linear shape 19. Trigonal pyramidal 20. Binary ionic compounds Page 2 of 2
3 Chemistry Quarter 2 Chemical Reactions Duration 2.5 Weeks Big Idea: Essential Questions: 1. Describe the signs that a chemical reaction has occurred 2. Explain how conservation laws form the basis for balancing chemical reactions 3. Write and balance chemical equations, given the names of reactants and products 4. Describe what is represented, on a molecular basis by chemical equations 5. Use the appropriate symbols for state (i.e., solid, liquid, gaseous, aqueous) and reaction direction when writing chemical equations 6. Classify chemical reactions as being synthesis, decomposition, single replacement, or double replacement reactions 7. Predict products of double displacement reactions, using solubility charts to identify precipitates, and write balanced equations for these reactions 1. What are the signs that a chemical reaction has taken place? 2. How are conservation of mass and balancing chemical equations related? 3. How do you balance chemical equations? 4. What do the numbers and symbols mean in a chemical reaction? 5. How are chemical reactions classified? 6. How are the products of reactions predicted based on the reactants? 7. How can a solubility chart be used to predict the properties of a reaction? See list below Page 1 of 2
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5 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Apply the law of conservation of matter to changes in a system. Represent a chemical reaction by using a balanced equation. Predict the products of a chemical reaction using types of reactions (e.g., synthesis, decomposition, replacement, combustion). Explain the energy transfers within chemical reactions using the law of conservation of energy. 1. Chemical reaction 2. Chemical change 3. Reactants 4. Products 5. Precipitate 6. Exothermic 7. Endothermic 8. Chemical equation (s), (l), (g), (aq) 10. Aqueous 11. Reversible reaction 12. Balanced Equation 13. Coefficient 14. Subscript 15. Law of conservation of Mass 16. Polyatomic ions 17. Combustion reaction 18. Synthesis reaction 19. Decomposition reaction 20. Single displacement reaction 21. Double displacement reaction 22. Solubility table Page 1 of
6 Chemistry Quarter 2 Measurement Duration 1 Week Big Idea: Essential Questions: 1. Recognize the difference between precision and accuracy 2. Know the SI base units of measurement, and use them to convert within the metric system 3. Determine the number of significant figures in a measurement, and apply rules for significant figures in calculations 4. Convert between standard and scientific notation 1. What are the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-)? 2. How are the correct number of significant figures calculated? 3. How do scientists record very large or very small quantities? 4. How do scientists collect and analyze data? 5. How is dimensional analysis used to convert between units? See list below Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry. HUSD Materials,, Page 2 of
7 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Identify the resources needed to conduct an investigation. Design an appropriate protocol (written plan of action) for testing a hypothesis: Identify dependent and independent variables in a controlled investigation. Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes). Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators). 1. Accuracy 2. Precision 3. Metric system 4. SI units 5. Prefix 6. Kilo- 7. Hecto- 8. Deka- 9. Deci- 10. Centi- 11. Milli- 12. Micro- 13. Pico- 14. Nano- 15. Meter 16. Gram 17. Mass 18. Weight 19. Second 20. Celsius 21. Conversion factor 22. Dimensional analysis 23. Volume 24. Meniscus 25. Liter 26. Derived units 27. Density 28. Significant figures 29. Scientific notation HUSD Support HUSD Materials, Page 3 of
8 Performanc e Objectiv e Chemistry Quarter 2 Moles Duration 3 Weeks Big Idea: 1. Use Avogadro s number to convert between amount in moles and number of particles 2. Solve problems converting between mass, amount in moles, and number of particles using Avogadro s number and molar mass 3. Determine the molar mass of a compound from its formula 4. Determine a compounds empirical formula from its percent composition 5. Determine the molecular formula or formula unit of a compound from its empirical formula and formula mass 6. Calculate percentage composition of a compound from its molecular formula or formula unit. Essential Questions: 1. What is the purpose of the mole, and from what is it derived? 2. What is Avogadro s number, and from what is it derived? 3. How is Avogadro s number used to convert between moles and the number of particles? 4. What is the purpose of using the molar mass of an element? 5. What is the difference between formula mass, empirical mass, and molecular mass 6. How is the percent composition of a substance calculated, given its formula or masses of each component element in a sample? 7. How is the empirical formula determined given percent composition data or mass composition data? 8. How is the molecular formula determined given percent composition data or mass composition data? 9. How is percent composition determined experimentally? 10. How is the empirical formula derived from data? See list below Describe the mole concept and its relationship to Avogadro s number. Page 2 of 2
9 5 4 6 Solve problems involving quantities such as moles, mass, molecules, volume of a gas, and molarity using the mole concept and Avogadro s number. Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Mole 2. Carbon 3. Avogadro s Number x Particles 6. Conversion Factor 7. Molar Mass 8. Amu 9. Average Atomic Mass 10. Formula Unit 11. Percentage Composition 12. Empirical Formula 13. Simplest Ratio 14. Molecular Formula Page 1 of 2
10 Performanc e Chemistry Quarter 2 Test Review Duration 1 Week Big Idea: Essential Questions: 1st Semester content 1st Semester content See list below Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Page 1 of 1
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