Curriculum Map 

Curriculum Map

Tang, Gabriel / Chemistry / Grade 10, 11, 12

Unit Title Q1 Content Chapter 1: Chemistry is a Science Chapter 2: Elements of Chemistry Chapter 3: Discovering the Atom and Subatomic Particles Skills Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in chemistry, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked, probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Recognize the issues of statistical variability and the need for controlled tests. i. Recognize the cumulative nature of scientific evidence. j. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. b. Students know how to use the periodic table to identify metals, semimetals, nonmetals, halogens, noble gases, alkali metals, alkaline earth metals and transition metals, c. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. Resources 1. Required Text: Suchocki, J., Conceptual Chemistry, 2nd ed. Benjamin Cummings, 2004 2. Required Material: a. Scientific or Graphing Calculator b. Separate Bind Notebook as Lab Notebook Instructional Strategies 1. Lectures (Notes and Examples). 2. Class Discussions on Homework, Lab and Chemical Concepts. 3. Individual Laboratory and Lab Reports. 4. In-class Actual and Multimedia Demonstrations to illustrate Lab Techniques and/or Chemical Concepts. Assessment Quarter Grade: 1. Lab Reports and Activities (30%) 2. Homework / Notebook (25%) 3. Chapter Quizzes / Tests (45%) Outcomes Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by: a. handling reactive materials safely. b. using observation and experimentation to study the properties of matter, and to classify various examples of matter. c. observing physical and chemical properties of representative elements, noting the patterns. d. describe in words, diagrams and/or models, the structure of the atoms of the first 20 elements, including protons, neutrons and electrons. e. investigating the properties of representative ionic and molecular compounds, including acids and bases, in laboratory experiments, and in resources, such as a chemistry handbook. f. using equipment, such as Bunsen burners and laboratory glassware, correctly and safely. g. handling and disposing of chemicals in a safe, responsible manner. h. performing experiments that illustrate chemical changes, including endothermic and exothermic examples. i. performing an experiment that demonstrates the principles behind Lavoisier’s experiments on combustion, which led to the conclusion that burning substances gain mass by combining with oxygen from the air. j. illustrating that mass is conserved during a chemical reaction in a closed system. k. naming simple chemical formulas and compounds.
Unit Title Q2 Content Chapter 4: The Atomic Nucleus Chapter 5: Atomic Models Chapter 6: Chemical Bonding and Molecular Shapes Skills Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: a. Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements and know that the transuranium elements were synthesized and identified in laboratory experiments through the use of nuclear accelerators. b. Students know how to relate the position of an element in the periodic table to its quantum electron configuration and to its reactivity with other elements in the table. c. Students know the experimental basis for Thomson’s discovery of the electron, Rutherford’s nuclear atom, Millikan’s oil drop experiment, and Einstein’s explanation of the photoelectric effect. d. Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom. Chemical Bonds Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. As a basis for understanding this concept: a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent. c. Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction. d. Students know the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form. e. Students know how to draw Lewis dot structures. f. Students know how to predict the shape of simple molecules and their polarity from Lewis dot structures. g. Students know how electronegativity and ionization energy relate to bond formation. Nuclear Processes Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and human-made isotopes, nuclear fission, and nuclear fusion. As a basis for understanding this concept: a. Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the electromagnetic repulsion between the protons. b. Students know 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. c. Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions. d. Students know the three most common forms of radioactive decay (alpha, beta, and gamma) and know how the nucleus changes in each type of decay. e. Students know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations. f. Students know how to calculate the amount of a radioactive substance remaining after an integral number of half lives have passed. Resources 1. Required Text: Suchocki, J., Conceptual Chemistry, 2nd ed. Benjamin Cummings, 2004 2. Required Material: a. Scientific or Graphing Calculator b. Separate Bind Notebook as Lab Notebook Instructional Strategies 1. Lectures (Notes and Examples). 2. Class Discussions on Homework, Lab and Chemical Concepts. 3. Individual Laboratory and Lab Reports. 4. In-class Actual and Multimedia Demonstrations to illustrate Lab Techniques and/or Chemical Concepts. Assessment Quarter Grade: 1. Lab Reports and Activities (30%) 2. Homework / Notebook (25%) 3. Chapter Quizzes / Tests (45%) Semester 1 Final Exam (20% of Semester 1) Outcomes Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by: a. describing the wave and particle nature of light and matter. b. demonstrating the quantum nature of electrons by analyzing the emission spectrums of hydrogen and other elements. c. accurately writing the electron configuration of most elements based on principles established by Pauli and Hund. d. successfully explaining the periodic pattern of the table of elements using the ideas of effective nuclear charge and the shielding effect. e. building models depicting the structure of ionic solids and simple covalent molecules. f. using the periodic table as a tool for predicting the formation of ionic and molecular compounds. g. drawing electron dot and structural diagram of atoms and molecules, writing structural formulas for compounds, and using Lewis structures to predict bonding in simple molecules.
Unit Title Q3 Content Chapter 7: Molecular Mixing Chapter 8: Those Incredible Water Molecules Chapter 9: An Overview of Chemical Reactions Skills Chemical Bonds Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. As a basis for understanding this concept: a. Students know how to identify solids and liquids held together by Van der Waals forces or hydrogen bonding and relate these forces to volatility and boiling / melting point temperatures. Conservation of Matter and Stoichiometry The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. As a basis for understanding this concept: a. Students know how to describe chemical reactions by writing balanced equations. b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. c. Students know one mole equals 6.02 ? 1023 particles (atoms or molecules). d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e. Students know how to 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. f. Students know how to calculate percent yield in a chemical reaction. Gases and Their Properties The kinetic molecular theory describes the motion of atoms and molecules and explains the properties of gases. As a basis for understanding this concept: a. Students know the random motion of molecules and their collisions with a surface create the observable pressure on that surface. b. Students know the random motion of molecules explains the diffusion of gases. c. Students know how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. d. Students know the values and meanings of standard temperature and pressure (STP). e. Students know how to convert between the Celsius and Kelvin temperature scales. f. Students know there is no temperature lower than 0 Kelvin. g. Students know the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its molecules or atoms. h. Students know how to solve problems by using the ideal gas law in the form PV = nRT. Solutions Solutions are homogenous mixtures of two or more substances. As a basis for understanding this concept: a. Students know the definitions of solute and solvent. b. Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion. c. Students know temperature, pressure, and surface area affect the dissolving process. d. Students know how to calculate the concentration of a solute in terms of grams per Litre, molarity, parts per million, and percent composition. e. Students know the relationship between the molality of a solute in a solution and the solution’s depressed freezing point or elevated boiling point. f. Students know how molecules in a solution are separated or purified by the methods of distillation. Chemical Thermodynamics Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a basis for understanding this concept: a. Students know how to describe temperature and heat flow in terms of the motion of molecules (or atoms). b. Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal energy. c. Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or melts. d. Students know how to solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change. e. Students know how to apply bond energies to calculate enthalpy change in a reaction. Resources 1. Required Text: Suchocki, J., Conceptual Chemistry, 2nd ed. Benjamin Cummings, 2004 2. Required Material: a. Scientific or Graphing Calculator b. Separate Bind Notebook as Lab Notebook Instructional Strategies 1. Lectures (Notes and Examples). 2. Class Discussions on Homework, Lab and Chemical Concepts. a. Individual Laboratory and Lab Reports. b. In-class Actual and Multimedia Demonstrations to illustrate Lab Techniques and/or Chemical Concepts. Assessment Quarter Grade: 1. Lab Reports and Activities (30%) 2. Homework / Notebook (25%) 3. Chapter Quizzes / Tests (45%)) Outcomes Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by: a. comparing and explaining concisely the differences in physical properties of various substances using molecular geometry and intermolecular forces b. predicting relative solubility of selected ionic compounds using a solubility chart and/or experimentation. c. converting between moles, mass and number of particles. d. using a simple conductivity apparatus to perform an experiment to identify solutions. e. using a balance and volumetric glassware to prepare solutions of specified concentration. f. performing an experiment to determine the identity of an ion, using simple qualitative test, including solution colour, flame tests and solubility. g. writing dissociation/ionization equations for dissolved strong acids and ionic compounds. h. calculating, from empirical data, the concentration of solutions in moles per litre of solution and determining mass or volume form such concentrations. i. performing experiments to test the validity of assumptions contained in stoichiometric methods, by, for example, predicting reaction results, then measuring the amount of product obtained from a reaction, and calculating the percent yield. j. using appropriate glassware and equipment to perform a titration experiment to determine the concentration of a solution. k. performing and evaluating an experiment, based on a precipitation reaction, to determine the concentration of a solution. l. performing and evaluating an experiment based on such methods as crystallization, filtration or titration, to determine the concentration of a solution. M. drawing and interpreting graphs of experimental data that relate pressure and temperature to gas volume. n. evaluating an experiment to illustrate the gas laws, which identify and control variables. o. evaluating an experiment to determine molar mass from gaseous volume. p. using empirical data to do calculations based on ideal gas law. q. describing qualitatively as well as calculate quantitative of various colligative properties as well as molar mass determinations. r. performing and evaluating experiments to determine the enthalpy change of physical and chemical change to matter. s performing calculations based on empirical date gathered from experiments demonstrating energy changes associated with physical and chemical changes of matter. t. evaluate an experimental procedure to compare the molar enthalpy change of burning two or more fuels.
Unit Title Q4 Content 1. Chapter 10: Acids and Bases 2. Chapter 11: Oxidations and Reduction Skills Acids and Bases Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for understanding this concept: a. Students know the observable properties of acids, bases, and salt solutions. b. Students know acids are hydrogen-ion-donating and bases are hydrogen-ion accepting substances. c. Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate. d. Students know how to use the pH scale to characterize acid and base solutions. e. Students know the Arrhenius and Brønsted-Lowry acid–base definitions. f. Students know how to calculate pH from the hydrogen-ion concentration. g. Students know buffers stabilize pH in acid–base reactions. Reduction, Oxidation and Electrochemistry 1. Oxidation–reduction reactions involve a transfer of electrons, by using the concepts of the structure of the atom and from the meanings for electronegativity, oxidation–reduction and the activity series. As a basis for understanding this concept: Students should be able to a. describe the information contained in the activity series and how it was developed b. define oxidation as a loss of electrons and reduction as a gain of electrons c. relate the terms oxidation and reduction to bonds forming between metals and nonmetals; e.g., corrosion. d. define the terms: oxidizing agent, reducing agent, oxidation number, half-reaction, auto-oxidation (disproportionation). e. identifying electron transfer, oxidizing agents and reducing agents in oxidation–reduction reactions. f. writing and balancing equations for oxidation–reduction reactions using half-reaction equations obtained from a standard reduction potential table. 2. Electrochemical (Galvanic or Voltaic) cells operate on the energy of spontaneous oxidation–reduction reactions, while electrolytic cells require electrical energy to cause non-spontaneous oxidation–reduction reactions to occur, by using the design of a wet cell and the qualitative relationships in chemical changes, and by: a. defining and identifying, on diagrams of electrochemical (Voltaic or Galvanic) and electrolytic cells, the following: anode, cathode, anion, cation; as well as salt bridge/porous cup and external circuit for the former and power supply for the latter. b. predicting and writing balanced equations for reactions at the anode and the cathode of electrochemical (Voltaic or Galvanic) and electrolytic cells recognizing that predictions and observations do not always concur; e.g., the production of chlorine gas from the electrolysis of brine. c. identifying, on diagrams of electrochemical (Voltaic or Galvanic) and electrolytic cells, the flow of electrons, the migration of anions and cations, mass and colour changes, formation of gases, and precipitates, at the electrodes. d. defining standard reduction potential and explaining how the values are all relative to E° = 0.00 V set for the standard hydrogen electrode e. calculating standard cell potential values for oxidation–reduction reactions. f. predicting the spontaneity or non-spontaneity of oxidation–reduction reactions on the basis of calculated standard cell potential values and relative positions of half-reaction equations on a standard reduction potential table. Resources 1. Required Text: Suchocki, J., Conceptual Chemistry, 2nd ed. Benjamin Cummings, 2004 2. Required Material: a. Scientific or Graphing Calculator b. Separate Bind Notebook as Lab Notebook Instructional Strategies 1. Lectures (Notes and Examples). 2. Class Discussions on Homework, Lab and Chemical Concepts. 3. Individual Laboratory and Lab Reports. 4. In-class Actual and Multimedia Demonstrations to illustrate Lab Techniques and/or Chemical Concepts. Assessment Quarter Grade: 1. Lab Reports and Activities (30%) 2. Homework / Notebook (25%) 3. Chapter Quizzes / Tests (45%)) Semester II Final Exam (20% of Semester Grade) Outcomes Acids and Bases Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by: a. calculating concentrations of H+ or OH? for strong acids and bases. b. constructing a table comparing pH and hydrogen ion concentration in order to illustrate that as the hydrogen ion concentration increases, the pH decreases. c. designing and performing an experiment to differentiate among strong and weak acids and bases and a variety of neutral solutions. d. performing a titration experiment and related calculations to determine the concentration of an acid or base solution. e. using laboratory glassware related to titrations. f. using indicators to determine the approximate pH of an acid or base solution. Reduction, Oxidation and Electrochemistry Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by: a. using data contained in periodic table and the activity series to predict bonding and electron transfer between elements. b. evaluating an experiment for deriving a simple reduction table.. c. observing and describing an electrolytic cell, comparing predictions and observations. d. designing the standard cell potential of an electrochemical (Voltaic or Galvanic) cell, comparing predictions and observations. e. using a standard reduction potential table as a tool in predicting the spontaneity of oxidation-reduction reactions and their products. f. evaluate predictions about oxidation-reduction reaction with regard to spontaneity, products, and standard cell potential values.