honors chemistry quarter 3 gases duration 2 weeks - husd.org · honors chemistry quarter 3 gases...

HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT

Honors Chemistry Quarter 3

Gases – Duration 2 Weeks

Big Idea:

1. Define gas pressure and the various pressure units (kilopascals, mm Hg, atmospheres) 2. Define the gas laws given by Boyle, Charles, Gay-Lussac, and Dalton and solve problems based on these laws 3. Explain the basis for gaseous diffusion and effusion 4. Explain the difference between an ideal and real gas, the assumptions made about an ideal gas, and what conditions favor ideal behavior for

a real gas 5. Apply the mathematical relationships that exist among the volume, temperature, pressure, and number of particles in an ideal gas 6. Relate the kinetic-molecular theory to the properties of an ideal gas

Essential

Questions:

1. How do gases behave? 2. What is the relationship between pressure, volume, and temperature of a gas? 3. How do gases escape a container and fill a room? 4. What is the difference between an ideal and real gas? 5. How does the size of a gas affect its movement?

Vocabulary See Vocabulary list below

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AZ Department of Education

Priority/Supporting Standards

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7 Explain how molecular motion is related to temperature and phase changes. HUSD Materials,

Resources, & Assessments

http://sharepoint.husd.org/sites/promethean/Shared%20Documents/Forms/normal.aspx?RootFolder=%2fsites%2fpromethean%2fShared%20Documents%2f7%2d12%20Science&Folder




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4 Describe the basic assumptions of kinetic molecular theory. HUSD Materials,


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5 Apply kinetic molecular theory to the behavior of matter

Vocabulary

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

Gases Pressure Atmospheric pressure Torr/mm Hg Kilopascal

Atmospheres (atm) Standard Temperature and Pressure (STP) Kinetic molecular theory Kinetic energy Boyle’s law Charles’s law Gay-Lussac’s law

Avogadro’s law Ideal gas Ideal gas law Diffusion Effusion Graham’s law of diffusion Partial pressure Dalton’s law of partial pressure






Thermodynamics – Duration 3 Weeks

Big Idea:

1. Compare and contrast enthalpy and entropy 2. Calculate the enthalpy change for a given amount of substance in a given change in temperature 3. Use Hess’s law and standard enthalpies of formation to calculate ∆H 4. Describe the factors that influence the sign and magnitude of ∆S for a chemical reaction 5. Describe Gibbs free energy and discuss the factors that influence the sign and magnitude of ∆𝐺 6. Indicate what ∆𝐺 values describe spontaneous or non-spontaneous reactions

Essential Questions:

1. What is thermodynamics? 2. Create, and interpret, a diagram of a heating curve and phase change. 3. How is the enthalpy change represented for heating curves (including calculations)? 4. How is enthalpy change for a given amount of substance for a given change in temperature calculated? 5. How is the heat in a system conserved in calorimetry?

6. What is the difference between entropy and enthalpy? 7. How is the enthalpy change for a given amount of substance for a given change in temperature calculated?

8. How can Hess’s law be calculated? 9. What signs for ∆ H, ∆S, and ∆G favor spontaneity? Non-spontaneity? 10. How can Gibbs free energy change of a reaction be calculated?


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AZ Department of Education Priority/Supporting Standards

HUSD Support Materials & Resources

5 3 5 Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics) HUSD Materials,


5 4 8 Quantify the relationships between reactants and products in chemical reactions (e.g., stoichiometry, equilibrium, energy transfers, etc.)

HUSD Materials, Resources, & Assessments








5 4 10 Explain the energy transfers within chemical reactions

Vocabulary Bold = 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

Enthalpy Molar Enthalpy Change Thermodynamics Specific heat

Standard thermodynamic temperature (25°C) Entropy Gibbs Free Energy Endothermic Exothermic Hess’s Law Spontaneous Nonspontaneous


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Bonding, Structures, and Intermolecular Forces – Duration 2 Weeks

Big Idea:

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 4. Compare and contrast 3 types of intermolecular forces 5. Describe the relationship between intermolecular force, surface tension, capillary action, and volatility

Essential

Questions:

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? 4. What are the three types of intermolecular forces (dispersion, dipole-dipole- and hydrogen bonding)? 5. How are the three types of intermolecular forces different? 6. How does intermolecular force affect surface tension, capillary action, and volatility?


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3 Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding – ionic/covalent).

HUSD Materials, Resources, & Assessments





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4 Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding). HUSD Materials,


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7 Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type. HUSD Materials,


Vocabulary


Valence electrons Nonpolar covalent bond Polar covalent bond Polarity Lewis Structure Octet Rule Unshared Pairs Polyatomic Ions Single Bonds Double Bonds Triple Bond Resonance Structures VSEPR Trigonal Planar Tetrahedral Shape Bent Shape Linear Shape Trigonal Pyramidal Binary Ionic Compound

Surface tension Adhesion Cohesion Capillary Action Volatility Intermolecular Forces London Dispersion Force Dipole-Dipole Hydrogen Bonding








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Solutions – Duration 1 Week

Big Idea:

1. Describe the phase and energy changes associated with boiling/condensing, melting/freezing, sublimation, and crystallization (deposition) 2. Create, and interpret, a phase change diagram 3. Explain the difference between melting point/freezing point and boiling point/condensation point 4. Calculate the concentration of solutions (ppm, ppb, molarity, molality) 5. Describe solutions in terms of their degree of saturation (unsaturated, saturated, super-saturated) 6. Describe the process of solvation using the principle “like dissolves like” 7. Describe the factors that affect the rate at which a solute dissolves (Stirring, heat, and particle size) 8. Explain how colligative properties affect the rate at which a solute dissolves (freezing point depression and boiling point elevation)

Essential

Questions:

1. What is the difference between melting point and freezing point? 2. What is the difference between boiling point and condensation point? 3. What is a phase diagram? 4. How does a phase diagram show the relationship between pressure and temperature? 5. What units are used to express concentrations of solutions? 6. How can you tell the difference between unsaturated, saturated, and super-saturated solutions? 7. How do ionic and covalent compounds dissolve in solution? 8. What is the difference between an electrolyte and a non-electrolyte? 9. What is the relationship between polarity and miscibility? 10. What factors affect the rate at which a solute dissolves? 11. How does the addition of a solute effect the freezing point/boiling point of a solution?



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5

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1 Describe substances based on their physical properties. HUSD Materials,


5

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4 Separate mixtures of substances based on their physical properties. HUSD Materials,


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7 Explain how molecular motion is related to temperature and phase changes. HUSD Materials,


Vocabulary


Phase changes Melting point Evaporation Boiling point Condensation Sublimation Freezing Point Condensation Point Deposition Phase Change Diagram Mixture Homogeneous Solvent Solute Aqueous

Concentration Parts per million (ppm)

Molarity Solubility Soluble Insoluble Electrolytes Non-Electrolytes Temperature Catalyst Dissociation Saturated Unsaturated Supersaturated











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Chemistry Quarter 3 Common Core

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Common Core Standards

Explanations & Examples

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Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Examples: • Read a science article that describes the procedure for measuring seismic waves and then they analyze why the author included the procedure in the text and how that procedure would address the author’s research question. SCHS-S6C2-06 • Read a newspaper article that provides information about how DNA and cladograms show the degree of relatedness between species; the article contains an explanation on how to construct a cladogram. Explain why the author included information on how to construct a cladogram in the article and the question that cladogram information would help answer. SCHS-S4C4-06


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Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Students will use words in a text and information expressed visually to obtain information about a given topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product information or safety sheets. Students should be able to develop a written or oral explanation of a visual representation (graph, chart, picture, etc.) that accurately represents the information presented; or vice versa.

Examples: • After reading a written description of a chemical reaction, write an equation that shows the reaction. Text provided: Solid sodium reacts with chlorine gas to produce solid sodium chloride.

Student translated: 2Na(s) + Cl2(g) -S52CN4-a0C3l(s). SCHS • Given a chemical equation, write a description of that equation.

Text provided: 2Na(s) + Cl2(g) -S52CN4-a0C3l(s) SCHS


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Student translated: Solid sodium reacts with chlorine gas to produce solid sodium chloride. SCHS-S5C4-03 • Read text describing the luminosity, color, and temperature of various stars and show the relative position of each star on a Hertzsprung-Russell diagram. SCHS-S6C4-03 • Using a diagram illustrating the Coriolis Effect on the movement of water and air, use appropriate science vocabulary (written or verbally) to describe the process with accuracy and enough detail that would allow another student to construct a similar diagram. SCHS-S6C2-10

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Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Students compare and contrast the information gained (depth and scope of content, author’s purpose, whether the source provides new information or summarizes known information, etc.) from experiments, simulations, video or multimedia sources with information gained from reading a text on the same topic. Students determine whether the information in the compared sources supports or contradicts each other.

Examples: • Watch a video that shows weathering, sedimentation or orogenesis, then read text (textbook, trade book, educational website) that provides information about the same Earth processes. Compare and contrast the amount and type of information conveyed by each source and be able to explain how each helps to develop understanding of these Earth processes. Determine whether the information in the compared sources supports or contradicts each other. SCHS-S6C1-02 • Perform a series of experiments that show evidence of chemical reactions (precipitate, gas, color change, change in temperature). After collecting data, read text that describes different chemical reactions and the types of evidence of the reaction. Compare and contrast the amount and type of information conveyed by the experiment to that contained in the text and explain how each source of information helps to develop understanding of chemical reactions. Determine whether the information in the compared sources supports or contradicts each other. SCHS-S5C4-02


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Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Students select and develop an informational topic aligned to the Arizona High School Science Standard and their science course. The topic is well-developed using facts, details and examples. Various writing techniques and rich vocabulary are used to provide clarity and cohesion. A strong conclusion supports the information.

Examples: • Write an informative essay about how a specific cultural or societal issue promotes or hinders scientific advancements: how attempts to reduce dependency on oil promote scientific or technological advancements in alternate or renewable energy sources or how societal values restrict stem cell research. SCHS-S3C2-04, SCHS-S4C5- 05 • Write a research paper documenting the history of model of the atom (SCHS-S5C1-07) or other historical advancements in science, like the discovery of the structure of DNA (SCHS-S2C1-02). • Following a lab investigation that explores factors that affect energy transfer between two samples of water, write a description of procedures, observations, including any claims that can be made from those observations and evidence that supports the claim. SCHS-S5C3-02 • Write an informative essay that explains how radioactive decay maintains the Earth’s internal temperature. SCHS-S6C2-08


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4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Examples: • Write a report based on a laboratory experiment or activity aligned to the Arizona High School Science Standard and science course. In


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the report, include procedures, tables, graphs, charts, and/or diagrams that communicate the purpose, results, and conclusions of the research. SCHS-S1C4 • Write a report that includes timelines for historical developments in science, such as the discovery of the structure of DNA (SCHS-S2C1- 02, SCHS-S4C2-01) or includes a decision flow chart for evaluating methods used to manage natural resources (SCHS-S3C2-05).