Benjamin O.

Davis High School

Aldine Independent School District

WHAT YOUR CHILDREN ARE

LEARNING THIS YEAR IN HIGH
SCHOOL CHEMISTRY:

Complete Curriculum
Guidebook for Parents
Jill Thompson
7/3/2014

Dear Parents,
I hope this letter finds you well. It has come to our attention in the science
department of Davis High School that many of you have expressed interest in your
students chemistry curriculum. I understand that the benchmarks and standards you
have been directed to may seem as if they are in another language. I have compiled for
you our yearlong learning plan complete with the Texas Essential Knowledge Standards
each student will meet. Along with the standard, I have included a clarifier as to exactly
what this means in the science classroom. Therefore, in this document, you will find
both what standards your student(s) will meet and what they will do in order to meet
them. As for the scientific jargon, I have made it as simple as I possibly can without
writing a textbook to explain these things. My hopes are that your son or daughter can
come home from school and teach you about what they learned! I have divided the
document into quarters, which tends to make it less overwhelming. As you may know,
we are currently nearly finished with the 3rd quarter of this school year.
My hopes are that this document will give you a better idea as to what your
student(s) are learning and what they are doing to learn it. Although this document
does not contain a yearlong lesson plan containing projects and assignments your
student(s) will complete to reach these standards, you can feel at rest knowing that I and
our science department are hard at work planning and implementing learning cycles in
our classroom. A learning cycle is an inquiry based way of teaching science. We prefer
and use the 5E Model: Engage, Explore, Explain, Evaluate, Elaborate. This model is a
great way to teach science, and offers students to be engaged and explore any given
concept before they read about it or are taught about it, allowing them to form their own
unique idea about the concept in their mind. This results in much deeper learning for
the student, and will, in return, help them to remember things more easily and allow
them to excel on their standardized exams. To see these lesson plans, you can look at
my website: ___________. It is updated weekly to show what standards we are
working on and how we are meeting those standards with the learning cycle lesson plan
attached.
The setup of this document is as follows: First I have added a complete list of
vocabulary students are expected to know in each quarter. After a long list of
vocabulary, you can see the TEKS (Texas Essential Knowledge and Skills) listed. These
may seem foreign and difficult to read but they must be included. I have also listed the
College Readiness Standards met by our class. After the TEKS, I have listed all
clarifiers, or, what we specifically are learning in the classroom to meet these standards.
The way we have listed these tell what students will be able to do by the end of
individual units. The way they learn these standards and objectives are through
learning cycles which Ive mentioned above.
The purpose of this document combined with my website explaining specific
lesson plans is to help you understand what your student(s) are learning and how this
leads to deeper learning. Please read over this document, and come to me with any

questions or concerns you may have. You can reach me by phone, email, of course any
time at our school. Have a great day and take care.
Sincerely,
Jill Thompson
Davis High School Chemistry and Biology Teacher
12525 Ella Boulevard
Houston, TX 77067
jmthomps@uni.edu
T: 641-832-8240
To download this document in Spanish, click here.

Estimados padres de familia,

Espero que esta carta te encuentres bien. Ha llegado a nuestra atencin en el
departamento de ciencia de la Davis High School que muchos de ustedes han expresado
su inters en el currculo de la qumica de su estudiante. Yo entiendo que los puntos de
referencia y las normas que se han dirigido a puede parecer como si estuvieran en otro
idioma. He recopilado para usted nuestro plan de aprendizaje un ao completo con los
Estndares de Conocimiento Esenciales de Texas cada estudiante se reunir. Junto con
la norma, he incluido un clarificador en cuanto a exactamente lo que esto significa en el
aula de ciencias. Por lo tanto, en este documento, se encuentra tanto en lo estndares
que su estudiante (s) se reunir y lo que va a hacer con el fin de reunirse con ellos. En
cuanto a la jerga cientfica, he hecho que sea tan simple como sea posible sin necesidad
de escribir un libro de texto para explicar estas cosas. Mis esperanzas son que su hijo o
hija puede volver a casa de la escuela y ensear acerca de lo que han aprendido! He
dividido el documento en cuatro partes, que tiende a hacer que sea menos abrumador.
Como ustedes saben, estamos a punto de terminar con el tercero trimestre de este ao
escolar.
Mis esperanzas son que este documento le dar una mejor idea de lo que su hijo
(s) estn aprendiendo y lo que estn haciendo para aprenderlo. Aunque este documento
no contiene un plan de clase un ao de duracin que contiene proyectos y tareas a su
estudiante (s) completar para alcanzar estos estndares, se puede sentir en descanso
sabiendo que yo y nuestro departamento de ciencias son difciles en la planificacin del
trabajo y la aplicacin de ciclos de aprendizaje en el saln de clases . Un ciclo de
aprendizaje es una forma basada en la investigacin de la ciencia de enseanza.
Preferimos y utilizar el modelo 5E: Engage, Explorar, Explicar, Evaluar, elaborado. Este
modelo es una gran manera de ensear la ciencia, y ofrece a los estudiantes a
comprometerse y explorar cualquier concepto dado antes de leer acerca de ello o se les
ensea sobre el tema, lo que les permite formar su propia idea nica sobre el concepto
en su mente. Esto se traduce en el aprendizaje mucho ms profundo para el estudiante,
y, a cambio, les ayudan a recordar cosas con mayor facilidad y les permite sobresalir en
sus exmenes estandarizados. Para ver estos planes de estudio, se puede ver en mi
pgina web: ___________. Se actualiza semanalmente para mostrar cules son las
normas que estamos trabajando y cmo estamos cumpliendo con estas normas con el
plan de leccin ciclo de aprendizaje adjunto.
La puesta en marcha de este documento es la siguiente: En primer lugar, he
aadido una lista completa de los estudiantes se espera de vocabulario para saber en
cada trimestre. Despus de una larga lista de vocabulario, se puede ver los TEKS (Texas
Essential Knowledge y Skills) en la lista. Esto puede parecer extrao y difcil de leer,
pero que deben ser incluidos. Tambin he hecho una lista de las Normas de Preparacin
Universitaria cumplidos por nuestra clase. Despus de los TEKS, he enumerado todos
los clarificadores, o, lo que especficamente estn aprendiendo en el saln de clases para
cumplir con estas normas. La forma en que hemos enumerado stos dicen lo que los
estudiantes sern capaces de hacer al final de las unidades individuales. La forma en que
aprenden estas normas y objetivos son a travs de ciclos que he mencionado ms arriba
de aprender.

El propsito de este documento combinado con mi pgina web que explica los
planes de lecciones especficas es para ayudarle a entender lo que su hijo (s) estn
aprendiendo y cmo esto conduce a un aprendizaje ms profundo. Por favor, lea este
documento, y venid a m con cualquier pregunta o preocupacin que usted pueda tener.
Puedes contactarnos por telfono, correo electrnico, por supuesto cualquier momento
en nuestra escuela. Que tengan un buen da y cuidar.
Atentamente,
Jill Thompson
Davis High School Qumica y profesor de biologa
12525 Ella Boulevard
Houston, TX 77067
jmthomps@uni.edu
T: 641-832-8240
Para descargar este documento en espaol, haga clic aqu.

FIRST QUARTER: Introduction to Chemistry

Vocabulary we will learn: affinity, alkali, alkaline, atomic, Atomic theory, Average
atomic mass, Bohr, bond, combustible, compressibility, configuration, corrosive,
covalent, difference, ductile, earth, electron, electronegativity, endothermic, energy,
enthalpy, entropy, EPA, exothermic, experiment, extensive, flammable, foil, Frequency,
gases, gold, halogens, hazardous material, Heat of Formation, Heat of Reaction, heat,
Heisenbergs Uncertainty Principle, Hertz, Hesss Law, Hunds rule, inert, intensive,
ionic, ionization, isotope, Kelvin, kinetic, Law of Conservation of Energy, level shape,
Lewis dot, light, luster, malleable, metalloids, metals, mole, molecular, molecules, noble,
Noble gas configuration, nonmetals, non-polar, Octet rule, Orbital notation or
configuration, OSHA, oxidation, Paulis exclusion principle photon, Planks Constant,
Plum Pudding Theory, polar, products, property, Quantum numbers radioactive,
radius, reactive, ring, second, Speed of light, Spin Aufbau principle, sublevel, tarnish,
theory, Thermal energy, transition, Valence electron, wavelength
Texas Essential Knowledge and Skills Standards met this quarter:
Scientific Processes TEKS (1) A-B, (2) A-E, (3) A-F)
The student, for at least 40% of instructional time, will conduct laboratory and field
investigations using safe, environmentally appropriate, and ethical practices.
The student will use the scientific method to solve investigative questions.
The student will use critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom.
(4) Science concepts. The student knows the characteristics of matter and can analyze
the relationships between chemical and physical changes and properties. The student is
expected to:
(A)
(B)
(C)
(D)

differentiate between physical and chemical changes and properties

*identify extensive and intensive properties
*compare solids, liquids, and gases in terms of compressibility, structure,
shape, and volume
Classify matter as pure substances or mixtures through investigation of their
properties.

(5) Science concepts. The student understands the historical development of the
Periodic Table and can apply its predictive power. The student is expected to:
(A)
(B)
(C)

explain the use of chemical and physical properties in the historical

development of the Periodic Table;
use the Periodic Table to identify and explain the properties of chemical
families, including alkali metals, alkaline earth metals, halogens, noble gases,
and transition metals; and
Use the Periodic Table to identify and explain periodic trends, including
atomic and ionic radii, electronegativity, and ionization energy.

(6) Science concepts. The student knows and understands the historical development of
atomic theory. The student is expected to:
(A)
(B)
(C)
(D)
(E)

understand the experimental design and conclusions used in the development

of modern atomic theory, including Dalton's Postulates, Thomson's discovery
of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;
understand the electromagnetic spectrum and the mathematical relationships
between energy, frequency, and wavelength of light;
calculate the wavelength, frequency, and energy of light using Planck's
constant and the speed of light;
use isotopic composition to calculate average atomic mass of an element; and
Express the arrangement of electrons in atoms through electron
configurations and Lewis valence electron dot structures.

(11) Science concepts. The student understands the energy changes that occur in
chemical reactions. The student is expected to:
(A)
(B)

understand energy and its forms, including kinetic, potential, chemical, and
thermal energies;
understand the law of conservation of energy and the processes of heat
transfer

CRS: College Readiness Standards

VII Chemistry
A. Matter and its properties
B. Atomic Structure
C. Periodic Table
D. Chemical Bonding

What we are learning in the classroom to meet standards:

The students will be able to read an MSDS.
The students will know how to dispose of chemicals and what health and safety
precautions they should take.
The students will be able to read and use a graduated cylinder, triple beam
balance, thermometer, metric ruler, and other appropriate equipment.
The students will be able to interpret data for accuracy and precision.
The students will be able to use lab equipment and to make accurate
measurements. The students will be able to identify and use all glassware, such
as a beaker, Florence flask, Erlenmeyer flask, burette, pipette, graduated cylinder,
and test tube. The students will also know how to use a Bunsen burner and a hot
plate.
The students will be able to make conversions within the metric system. The
students in regular classes will convert between kilo- to milli-. The students in
pre-AP and AP classes will have to convert between tera- to pico-.

 The students will be able to apply the rules of significant figures when solving
chemical problems. Students will be able to solve problems involving
multiplication and division (using the least amount of significant figures). The
students will also solve addition and subtraction problems using the least decimal
place. (This concept must be spiral reviewed consistently for EOC).
The students will be able to classify substances as pure or mixtures based on their
properties and investigations. The students will be able to distinguish between
elements, compounds, heterogeneous and homogeneous mixtures. The students
will also know how to separate mixtures (ex: filtration and chromatography).
The students will be able to perform conversion problems within the metric
system using dimensional analysis and significant figures.
The student will be able to predict chemical / physical properties and changes by
analyzing characteristics and through laboratory investigations including
exothermic / endothermic, extensive / intensive properties, density, viscosity,
buoyancy. The students will distinguish between physical properties (ex. density,
buoyancy, viscosity, melting point, and boiling point) and chemical (ability to
react and combustibility). The students will perform density problem
calculations. The student will know that chemical changes create new substances
and physical changes do not.
The students will be able to identify families, periods, metals, nonmetals, and
metalloids. The students will be able to identify the groups, such as alkali metals,
alkaline earth metals, transition metals, halogens, and noble gases.
The student should be able to describe the contributions to chemistry from
Democritus, Dalton, Rutherford, Thomson, Mendeleev, Mosley, and Bohr.
(Democritus named the atom. Dalton was the father of chemistry and atomic
theory. Rutherford performed the gold foil experiment discovering the existence
of protons. Thomson developed the cathode ray tube discovering the existence of
electrons. Mendeleev developed the periodic table with masses. Mosley
developed the periodic chart with atomic numbers and Bohr developed the Bohr
atomic model).
The students will be able to predict the number of electrons, protons, neutrons,
number of mass, and/or atomic number of any given chemical element. The
students will be able to calculate the average atomic mass, given the percent
abundance and masses of the isotopes in nature.
The students will be able to distinguish between the states of matter using their
physical properties, the KMT, and their thermal energies.
The students will know how to distinguish between solids, liquids, and gases.
The students will know how their molecular structures are arranged and move.
Students will be able to predict the number of valence electrons for the different
groups of the periodic table.
Students will be able to identify, predict, and make inferences utilizing the
periodic trends (ionization energy, electron affinity, electronegativity and atomic
radii) of elements in the Periodic Table. Student will be able to compare the

atomic trends (ionization energy, electron affinity, electronegativity, and atomic

radii) of any two elements on the periodic table.
Student will be able to identify types of bonds based on electronegativity
difference (1.70 and above = ionic bond, 1.69 to .3 = polar covalent, and .29 and
below is nonpolar covalent bond. and location on the periodic table (metal, nonmetal).
Students will be able to identify metallic bonds
The students will be able to know why a molecule is polar or non-polar. The
students will be able to discuss why waters polarity makes it a good solvent.
The students will be able to show the electron orbitals of the elements by various
methods to include electron configuration, noble gas configuration, orbital
notation, Lewis dot diagrams for all elements, and Bohr models for the first
twenty elements.

SECOND QUARTER:
Vocabulary we will learn: acids, alloy, alpha ,anion, bases, beta, cation, coefficient,
combustion conductor, decay, decomposition, diatomic molecule, double replacement ,
Electron dot structure, electroplating, gamma, half reaction, ion, Ionic compounds, Law
of conservation of Mass, linear, metallic bond, molecular compounds, molecule,
monatomic ion, negatron, neutron, non-polar molecule, octahedral, Octet rule,
oxidation, oxidation number, oxidize substance, oxidizing agent, planar, polar molecule,
polyatomic ion, positron, predict, products, radiation, radioactivity, reactants, redox
reaction, reduced substance, reducing agent, reduction, single replacement, subscript,
synthesis, tetrahedral, trigonal planar, trigonal pyramidal, yields
Texas Essential Knowledge and Skills Standards met this quarter:
Scientific Processes TEKS (1) A-B, (2) A-E, (3) A-F)
The student, for at least 40% of instructional time, will conduct laboratory and field
investigations using safe, environmentally appropriate, and ethical practices.
The student will use the scientific method to solve investigative questions.
The student will use critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom.
(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent
bonds. The student is expected to:
(A)
(B)
(C)
(D)

name ionic compounds containing main group or transition metals, covalent

compounds, acids, and bases, using International Union of Pure and Applied
Chemistry (IUPAC) nomenclature rules
write the chemical formulas of common polyatomic ions, ionic compounds
containing main group or transition metals, covalent compounds, acids, and
bases.
construct electron dot formulas to illustrate ionic and covalent bonds.
*describe the nature of metallic bonding and apply the theory to explain
metallic properties such as thermal and electrical conductivity, malleability,
and ductility.
a. And *predict molecular structure for molecules with linear, trigonal
planar, or tetrahedral electron pair geometries using Valence Shell
Electron Pair Repulsion (VSEPR) theory.

(8) The student can quantify the changes that occur during chemical reactions. The
student is expected to
(D) use the law of conservation of mass to write and balance chemical equations.
(10) Science concepts. The student understands and can apply the factors that influence
the behavior of solutions. The student is expected to:

(H) understand and differentiate among acid-base reactions, precipitation reactions,

and oxidation-reduction reactions.
(12) Science concepts. The student understands the basic processes of nuclear
chemistry. The student is expected to:
(A)
(B)
(C)

*Describe the characteristics of alpha, beta, and gamma radiation;

Describe radioactive decay process in terms of balanced nuclear equations;
and
*compare fission and fusion reactions.

CRS: College Readiness Standards

VII Chemistry
D. Chemical Bonding
E. Chemical Reactions
F. Chemical Nomenclature

What we are learning in the classroom to meet standards:

The students will be able to read chemical labels and identify the type of
substance they have.
The students will be able to write a complete lab report without cues.
The students will make inferences on data both recovered inside and outside of
class. The students will be able to apply the scientific method in reference to
current events.
The students will be able to read and use the graduated cylinder, triple beam
balance, thermometer, metric ruler and other appropriate equipment.
The students will be able to differentiate between ionic bonds, covalent bonds,
and metallic bonds through their properties.
The students will know how to write/name ionic and molecular compounds.
Student will know how to obtain oxidation numbers and write ionic and
molecular formulas.
The students will be able to recognize diatomic molecules. The student will know
that the seven diatomic molecules are bromine, fluorine, iodine, oxygen,
nitrogen, chlorine, and hydrogen.
The students will be able to name binary and ternary acids. The students will
recognize the difference in the naming system for acids and bases (as an ionic
compound).
The students will know the molecular geometries using VSEPR (bent, linear,
trinomial planar, tetrahedral). The students will be able to distinguish the
following geometric shapes of the VSEPR Theory (bent, linear, trigonal planar,
tetrahedral, octahedral).
The students should know the differences in the physical and chemical properties
associated with ionic, covalent, and metallic bonding (conductivity, malleability,
melting point, etc).

 The students should be able to distinguish between the different types of

reactions (synthesis (A +B AB), decomposition (AB A + B), singlereplacement (A+BC AC + B), double replacement (AB + CD AD + CB) and
combustion (CxHy + O2 CO2 + H2O).
The students will be able to balance chemical equations using the Law of
Conservation of Mass.
The students will be able to predict the products for the types of reactions. The
students will recognize that synthesis and decomposition of carbonates will result
in the production of metal oxides and carbon dioxide, that chlorates will
decompose into metal chlorides and oxygen, that hydroxides will decompose into
metal oxides and water, and that binary compounds will decompose into metals
and nonmetals or nonmetals and nonmetals. The students will recognize that
single replacement reactions must use an activity series chart to determine if the
reaction will occur. The students will remember metals replace metals and
nonmetals replace nonmetals.
The students will know how to use the Activity Series to determine whether or
not a single replacement reaction will occur.
The students will differentiate between oxidation and reduction and write halfreactions. The students will be able to predict what are the oxidized and reduced
substances and the oxidizing and reducing agents. Students will be able to set up
half-reactions.
Student should be able to differentiate between alpha, beta, and gamma and
balance nuclear equations. Students should know that the alpha particle is the
helium nucleus and can be blocked with a sheet of paper, beta particles is an
electron and can be blocked with a block of wood and gamma is a ray and can be
blocked with several layers of lead.
Student should compare and contrast fission and fusion reactions. Students
should know that fusion is the combining and fission is the splitting apart of the
nucleus.

THIRD QUARTER:
Vocabulary we will learn: Agitation, actual value, aqueous solution, atm, atom,
Avagadros number, Boyles Law, Charles Law, Coefficients, Combined Gas Law,
concentration, Daltons Law of Partial Pressure, dilute, electrolytes, Dilution,
electroplating, Empirical formula, excess reactant, formula mass, formula unit, gas,
Gay-Lussacs Law, gram, half reaction, hydrogen bond, Ideal Gas Law, Insoluble, Kelvin,
Kinetic energy, Kinetic, molecular theory, KPA, Law of conservation of Mass, Limiting
reactant, liquid, mmHg, Molar mass, molarity, mole, mole ratios, molecular formula,
molecules, non electrolytes, oxidation, oxidation number, oxidize substance, oxidizing
agent, particle, percent composition, percent yield, polar, precipitate, pressure, product,
ratio, reactant, redox reaction, reduced substance, reducing agent, reduction, saturated,
solid, solubility rules, soluble, solute, solvent, standard pressure, standard temperature,
stock solution, stoichiometry, STP, subscript, supersaturated, surface area, temperature,
theoretical value, Torr, unsaturated, vapor pressure
Texas Essential Knowledge and Skills Standards met this quarter:
Scientific Processes TEKS (1) A-B, (2) A-E, (3) A-F)
The student, for at least 40% of instructional time, will conduct laboratory and field
investigations using safe, environmentally appropriate, and ethical practices.
The student will use the scientific method to solve investigative questions.
The student will use critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom.
(8) Science concepts. The student can quantify the changes that occur in chemical
reactions. The student is expected to:
(A)
(B)
(C)

*define and use the concept of a mole.

use the mole concept to calculate the number of atoms, ions, or molecules in a
sample of material.
*calculate percent composition and empirical and molecular formulas.

(E)*perform stoichiometric calculations, including determination of mass

relationships between reactants and products, calculation of limiting reagents,
and percent yield.
(9) Science concepts. The student understands the principles of ideal gas behavior,
kinetic molecular theory, and the conditions that influence the behavior of gases. The
student is expected to:
(A)

describe and calculate the relation between volume, pressure, number of

moles, and temperature for an ideal gas as described by Boyle's law, Charles'
law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law.

(B)
(C)

*perform stoichiometric calculations, including determination of mass and

volume relationships between reactants and products for reactions involving
gases. And
*describe the postulates of kinetic molecular theory.

(10) Science concepts. The student understands and can apply the factors that influence
the behavior of solutions. The student is expected to:
(A)
(B)
(C)
(D)
(E)
(F)
(A)

*describe the unique role of water in chemical and biological systems.

develop and use general rules regarding solubility through investigations with
aqueous solutions.
*calculate the concentration of solutions in units of molarity.
*use molarity to calculate the dilutions of solutions.
distinguish between types of solutions such as electrolytes and nonelectrolytes
and unsaturated, saturated, and supersaturated solutions.
investigate factors that influence solubility and rates of dissolution such as
temperature, agitation, and surface area.
understand and differentiate among acid-base reactions, precipitation
reactions, and oxidation-reduction reactions.

CRS: College Readiness Standards

VII Chemistry
G. The mole and stoichiometry
I. Properties and behaviors of gases, liquids, and solids
What we are learning in the classroom to meet standards:
The students will be able to read an MSDS
The student will know how to dispose of chemicals and what health precautions
they should take. The students will be able to know safety precautions of working
with acids.
The students will perform gas stoichiometry by manipulating quantities with
correct mathematical procedures and significant figures.
The students will be able to apply gas stoichiometry with respect to the
environment (an example would be sulfur dioxide and water changing into
sulfuric acid).
The students will be able to calculate formula mass, molar mass, formula units,
percent composition. convert between moles, mass, and particles, volume at STP.
The students will be able to use the periodic table to solve for formula mass and
molar mass of elements and compounds using the mathematical procedures.
They will be able to use formula mass and molar mass to solve for the percent
composition of an element in a compound. The students will also use
dimensional analysis to convert chemistry units: moles, atoms, particles, formula
units, and molecules. mass and volume at STP.
The students will be able to use dimensional analysis to perform stoichiometric
calculations as well as to determine limiting vs. excess reactants. The students

will perform mass-mass, mole-mole, mole-mass, mass-mole, volume-volume,

mass-volume and volume to mass calculations. The students will also solve
limiting and excess reactant problems, how much excess is left over, and how
much product is formed after solving for the limiting reactant. The students will
solve for percent yield.
The students will be able to describe conceptually and mathematically how to
solve for the gas laws (Boyles Charless, Combined, Daltons, and Ideal Gas Law).
The students will solve for Boyles law using the V1P1 = V2P2 , Charless Law
using V1/T1 = V2/T2 , Gay-Lussacs law using P1/T1 = P2/T2, Combined Gas Law
using V1P1/T1 = V2P2/T2, Ideal Gas Law using PV=nRT. M= mRT/PV.
M=DRT/P, and Daltons Law of Partial Pressures using Ptotal= P1+P2+P3.
The students will be able to calculate the concentration of a solution (molarity /
Dilution). The students will be able to use the molarity formula M = moles/Liter
to solve for the concentration of a substance in a fixed volume of solvent. The
students will be able to algebraically manipulate the dilution formula (M1V1 =
M2V2) to solve for any variable in the expression if given the other three
variables.
The students will be able to distinguish between saturated, unsaturated, and
supersaturated solutions. The students will be able to conceptually understand
that concentration is used to determine if a solution is saturated or unsaturated.
The students will be able to describe how a supersaturated solution is created
based on the manipulation of the solvent (heating, stirring, and adding energy to
the solvent).
The students will be able to determine if a precipitate will form using the
solubility rules. The students will be able to use solubility rules and the reactivity
series to determine if the components of a reaction are soluble or insoluble. The
students will be able to determine if a precipitate forms based on solubility rules.
The students will perform a comparison lab with having students compare results
from a solubility lab to the rules.
The students will be able to determine what factors affect the solubility of a solute
(such as when gases and liquids are used as a solvent). The students will know
what pressure, temperature, gram, and surface area means when dissolving
solutes in solvents.

FOURTH QUARTER:
Vocabulary we will learn: Antilog, Arrhenius Acid, Arrhenius Base, Bronsted acid,
Bronsted Base, calorie, calorimeter, concentration, conjugate acid, conjugate base,
endothermic, endothermic, energy, enthalpy, entropy, exothermic, H+ concentration,
Heat gained, heat lost, Heat of formation, Heat of fusion, Heat of reaction, Heat of
vaporization, heat, Hesss Law, Hydronium, Joule, Kelvin, Kilocalorie, Kinetic energy,
Law of conservation of Energy, Law of conservation of energy, Lewis acid, Lewis Base,
Log, Neutralization reaction,OH- concentration, pH scale, pH, pOH, potential energy,
products, reactants,salt, specific heat, strong acid, strong base, temperature, thermal
energy, titration, weak acid, weak base
Texas Essential Knowledge and Skills Standards met this quarter:
Scientific Processes TEKS (1) A-B, (2) A-E, (3) A-F)
The student, for at least 40% of instructional time, will conduct laboratory and field
investigations using safe, environmentally appropriate, and ethical practices.
The student will use the scientific method to solve investigative questions.
The student will use critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom.
(10) Science concepts. The student understands and can apply the factors that influence
the behavior of solutions. The student is expected to:
(G) *define acids and bases and distinguish between Arrhenius and Bronsted-Lowry
definitions and predict products in acid base reactions that form water.
(H) understand and differentiate among acid-base reactions, precipitation reactions,
and oxidation-reduction reactions.
(I) *define pH and use the hydrogen or hydroxide ion concentrations to calculate the
pH of a solution. and
(J) *distinguish between degrees of dissociation for strong and weak acids and bases.
(11) Science concepts. The student understands the energy changes that occur in
chemical reactions. The student is expected to:
(A)
(B)
(C)
(D)
(E)

*understand energy and its forms, including kinetic, potential, chemical, and
thermal energies.
*understand the law of conservation of energy and the processes of heat
transfer.
use thermochemical equations to calculate energy changes that occur in
chemical reactions and classify reactions as exothermic or endothermic.
*perform calculations involving heat, mass, temperature change, and specific
heat. And
*Use Calorimetry to calculate the heat of a chemical process

CRS: College Readiness Standards

VII Chemistry
H. Thermochemistry

What we are learning in the classroom to meet standards:

The students will be able to read an MSDS
The students will be able to know how to dispose chemical what health
precautions they should take
The students will be able to know safety precautions of working with acids.
The student will be aware of the affects of acid rain. Students should know
through air pollution sulfuric acid is involved.
The students will be able to use and interpret pH meters, litmus paper,
phenolphthalein indicator, and bromothymol blue indicators.
The students will perform titrations using phenolphthalein as the indicator.
The students will distinguish, compare and contrast Arrhenius, Bronsted-Lowry,
and Lewis definitions of acids and bases.
The students will know how to calculate pH, pOH, [H+ ] and [OH-]. The
students will know the following formulas:pH -log[H+],
pOH = -log[OH-],
[H+] = 10-pH, and [OH-] = 10-pOH.
The students will use probe ware to track temperature changes for endothermic
and exothermic reactions.
The students will distinguish degrees of dissociation between strong and weak
acids and bases.
The students will be able to name and write formulas for acids and bases.
Students will be able to use nomenclature rules to name acids and bases.
The students will understand that the polar nature of a water molecule
determines waters properties (solvent abilities, hydrogen bonding, crystal lattice,
and adhesion).
The students will distinguish between electrolytes and non-electrolytes. The
students will utilize the oxidation number /charge/polarity of elements,
compounds, and ions.
The students will interpret and relate the phase change graph/phase change
diagrams to changes in kinetic energy and potential energy. The students will be
able to identify solids, liquids, gases, melting point, boiling point, and areas of
phase changes.
Students will work with the heat equations solving for various variables. Q =
heat, m = mass, cp = specific heat, T = temperature. The student will also
calculate energy from solid to vapor phase using heat of fusion and the heat of
vaporization.
The students will know that bond breaking is endothermic and bond formation is
exothermic in relation to chemical reactions.
The students will distinguish between heat and temperature

 The students will know how to calculate heat of the reaction (using H as the
symbol for enthalpy). The students will also calculate heat of formation.