LOGAN-ROGERSVILLE
R-VIII SCIENCE CURRICULUM
High
School - CHEMISTRY II
COURSE
DESCRIPTION
Chemistry II is a continuation of Chemistry I. Matter and energy and how it is composed will be discussed.
COURSE
RATIONALE
Chemistry II is a continuation of Chemistry I. This course picks up where Chemistry I leaves off. This class will give students a challenging look at energy changes, Equilibrium, Acid and Base chemistry, neutralization and hydrocarbon chemistry including introductory biochemistry. This class will apply the mathematical skills and critical thinking skills that were developed in Chemistry I.
Course
Competencies
I. Thermochemistry
1. Explain the relationships between heat and energy and between heat capacity and specific heat.
2. Construct
equations that show heat changes for chemical and physical processes.
3. Classify by
type the heat changes that occur during melting and freezing, boiling and
condensing and calculate these changes.
4. Apply Hess’s
Law of Heat Summation to find heat changes for chemical physical processes and
calculate heat changes using standard heat of formation.
II. Chemical Periodicity
5. Explain why you can infer the properties of an element based on those of other elements in the periodic table.
6. Use electron configurations to classify
elements as noble gases, rep elements, transition metals or inner transition
metals.
7. Interpret group trends in atomic radii, ionic
radii, ionization energies and electronegitivites.
8. Interpret periodic trends in atomic radii,
ionic radii, ionization energies and electronegitivites.
III. Ionic Bonding and Ionic Compounds
9. Use the periodic table to infer the number of valence electrons in an atom and draw its electron dot structure.
10. Describe the formation of cations and anions.
11. List the characteristics of an ionic bond.
12. Use the characteristics
of ionic compounds to explain the electrical conductivity of ionic compounds
when melted and dissolved in water.
IV. Covalent Bonding
13. Use electron dot structures to show the formation of single, double, and triple bonds and describe and give examples of coordinate covalent bonding, resonance structures, and exceptions to the octet rule.
14. Describe the
molecular orbital theory of covalent bonding, including hybridization of
orbitals and use the VSEPR theory to predict the shapes of simple covalently
bonded molecules.
15. Use electronegitivity values to classify a bond
as nonpolar covalent, polar covalent, or ionic bonds.
V. Reaction Rates and Equilibrium
16. Explain what is meant by chemical rate of reaction.
17. Using the collision theory, explain how rate of chemical reaction is influenced by the reaction conditions.
18. Predict changes in equilibrium position due to changes in concentration temperature, and pressure.
19. Write the equilibrium constant expression for a reaction and calculate its value from experimental data.
20. Define entropy and free energy, characterize reactions as spontaneous or nonspontaneous.
21. Describe how heat changes and entropy change determine the spontaneity of the reaction.
22. Calculate the standard entropy changes that accompany chemical and physical processes.
23. Calculate the free-energy changes that accompany chemical and physical processes.
24. Create an energy diagram for the reaction and analyze the mechanism for the reaction.
VI. Water and Aqueous Systems
25. Describe the hydrogen bonding that occurs in water and explain the high surface tension and low vapor pressure of water in terms of hydrogen bonding.
26. Account for the high heat of vaporization and high boiling point of water in terms of hydrogen bonding and explain why ice floats in water.
27. Explain the significance of like dissolves like. Distinguish among strong electrolytes, weak electrolytes, and non electrolytes.
VII. Solutions
28. Identify the factors that determine the rate at which a solute dissolves.
29. Calculate the solubility of a gas in a liquid under various pressure conditions.
30. Solve the problems involving molarity of a solution.
31. Describe how to prepare a dilute solution from more concentrated solutions of known molarity.
32. Calculate by percent volume (v/v) and percent by mass (%m/m).
33. Explain on a particle basis why a solution has a lower vapor pressure than the pure solvent of that solution.
34. Explain on a particle basis why a solution has an elevated boil point and depressed freeze point compared to its pure solvent.
35. Calculate the molarity and mole fraction of a solution and calculate the molar mass of a molecular compound from the freezing point depression or boiling point elevation.
VIII. Acids and Bases
36. List the properties of acids and bases.
37. Identify an acid or base when given its formula.
38.Given the hydrogen or hydroxide ion concentrations, classify the solution as acid or base.
39. Convert hydrogen ion concentrations into pH values and hydroxide ion concentrations into pOH values.
40. Compare and contrast acid and bases as defined by the theories of Arrhenium, Bronsted-Lowry, and Lewis.
41. Identify acid base conjugate pairs in acid base reactions.
42. Define strong acids and weak acids.
43. Calculate the Ks from pH and concentration, and arrange acids and bases according to the Ka and Kb.
IX. Neutralization Reactions
44. Explain how acid base titration is used to calculate the concentration of an acid or a base and explain the concept of equivalence in neutralization reactions.
45. Demonstrate with equations how buffers resist pH change.
46. Calculate the solubility product constant of a slightly soluble salt.
X. Oxidation-Reduction
47. Define oxidation – reduction in terms of loss or gain of electrons or oxygen.
48. Identify the characteristics of a redox reaction, identify the oxidizing and reducing agents.
49. Determine the oxidation numbers for atoms of any element in a pure substance.
50. Define oxidation-reduction in terms of change in oxidation number and identify the atoms being oxidized and reduced.
51. Balance equations using the oxidation number method and the half reaction method .
XI. Hydrocarbon Compounds
52. Describe bonding in hydrocarbons.
53. Distinguish between straight chain and branched chain alkanes.
54. Explain the difference between unsaturated and saturated hydrocarbons.
55. Differentiate between the structures of alkenes and alkynes.
56. Distinguish among structures of alkenes and alkynes.
57. Identify asymmetric carbon or carbons in steroisomeres.
58. Identify common cyclic ring structures.
59. Explain resonance in terms of the aromatic ring of benzene.
60. Identify three important fossil fuels and describe their origin.
61. Identify some products obtained from natural gas, petroleum and coal.
XII. Functional Groups and Organic Reactions
62. Define functional group and give examples.
63. Describe halocarbons and the substitution reactions they undergo.
64. Describe the structure and naming go alcohols and ethers and define addition reactions and give examples.
65. Compare properties of alcohols and ethers.
66. Distinguish among carbonyl groups of aldehydes, ketones, carbonxylic acids and esters and describe the reactions of compounds that contain the carbonyl functional group.
67. Define polymer and monomer and describe the uses of some important addition and condensation polymers.
Grade
and/or Class: Chemistry II
Last
Revision: 2001-2002
Writer: Alan Reed
I. Thermochemistry
Students will be able to
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District Competency: 1 Explain the relationships between heat and energy and between heat capacity and specific heat. |
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|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will explain the relationships between heat and energy and between heat capacity and specific heat. |
Individually students will explain the relationships between heat and energy and between heat capacity and specific heat. |
100% |
|
District Competency: 2 Construct equations that show heat changes for chemical and physical processes. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will construct equations that show heat changes for chemical and physical processes. |
Individually students will equations that show heat changes for chemical and physical processes. |
70% |
|
District Competency: 3. Classify by type the heat changes that occur during melting and freezing, boiling and condensing and calculate these changes. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will classify by type the heat changes that occur during melting and freezing, boiling and condensing and calculate these changes. |
Individually students will classify by type the heat changes that occur during melting and freezing, boiling and condensing and calculate these changes. |
70% |
|
District Competency: 4. Apply Hess’s Law of Heat Summation to find heat changes for chemical physical processes and calculate heat changes using standard heat of formation. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will apply Hess’s Law of Heat Summation to find heat changes for chemical physical processes and calculate heat changes using standard heat of formation. |
Individually students will apply Hess’s Law of Heat Summation to find heat changes for chemical physical processes and calculate heat changes using standard heat of formation. |
50% |
II. Chemical Periodicity
|
District Competency: 5. Explain why you can infer the properties of an element based on those of other elements in the periodic table. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework and CD-ROM activities, students will explain why you can infer the properties of an element based on those of other elements in the periodic table. |
Individually students will explain why you can infer the properties of an element based on those of other elements in the periodic table. |
70% |
|
District Competency: 6. Use electron configurations to classify elements as noble gases, rep elements, transition metals or inner transition metals. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will use electron configurations to classify elements as noble gases, rep elements, transition metals or inner transition metals. |
Individually students will use electron configurations to classify elements as noble gases, rep elements, transition metals or inner transition metals. |
70% |
|
District Competency: 7. Interpret group trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will interpret group trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
Individually students will group trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
60% |
|
District Competency: 8. Interpret periodic trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will interpret periodic trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
Individually students will interpret periodic trends in atomic radii, ionic radii, ionization energies and electronegitivites. |
60% |
III. Ionic Bonding and Ionic Compounds
|
District Competency: 9. Use the periodic table to infer the number of valence electrons in an atom and draw its electron dot structure. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will use the periodic table to infer the number of valence electrons in an atom and draw its electron dot structure. |
Individually students will use the periodic table to infer the number of valence electrons in an atom and draw its electron dot structure. |
80% |
|
District Competency: 10. Describe the formation of cations and anions. |
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|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will describe the formation of cations and anions. |
Individually students will describe the formation of cations and anions. |
70% |
|
District Competency: 11. List the characteristics of an ionic bond. |
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|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will list the characteristics of an ionic bond. |
Individually students will list the characteristics of an ionic bond. |
70% |
|
District Competency: 12. Use the characteristics of ionic compounds to explain the electrical conductivity of ionic compounds when melted and dissolved in water. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will use the characteristics of ionic compounds to explain the electrical conductivity of ionic compounds when melted and dissolved in water. |
Individually students will use the characteristics of ionic compounds to explain the electrical conductivity of ionic compounds when melted and dissolved in water. |
70% |
IV. Covalent Bonding
|
District Competency: 13. Use electron dot structures to show the formation of single, double, and triple bonds and describe and give examples of coordinate covalent bonding, resonance structures, and exceptions to the octet rule. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will use electron dot structures to show the formation of single, double, and triple bonds and describe and give examples of coordinate covalent bonding, resonance structures, and exceptions to the octet rule. |
Individually students will use electron dot structures to show the formation of single, double, and triple bonds and describe and give examples of coordinate covalent bonding, resonance structures, and exceptions to the octet rule. |
80% |
|
District Competency: 14. Describe the molecular orbital theory of covalent bonding, including hybridization of orbitals and use the VSEPR theory to predict the shapes of simple covalently bonded molecules. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will describe the molecular orbital theory of covalent bonding, including hybridization of orbitals and use the VSEPR theory to predict the shapes of simple covalently bonded molecules. |
Individually students will describe the molecular orbital theory of covalent bonding, including hybridization of orbitals and use the VSEPR theory to predict the shapes of simple covalently bonded molecules. |
50% |
|
District Competency: 15. Use electronegitivity values to classify a bond as nonpolar covalent, polar covalent, or ionic bonds. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will use electronegitivity values to classify a bond as nonpolar covalent, polar covalent, or ionic bonds. |
Individually students will use electronegitivity values to classify a bond as nonpolar covalent, polar covalent, or ionic bonds. |
80% |
V. Reaction Rates and Equilibrium
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District Competency: 16. Explain what is meant by chemical rate of reaction. |
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Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7 |
In large group discussion and lecture and through homework and CD-ROM activities, students will explain what is meant by chemical rate of reaction. |
Individually students will explain what is meant by chemical rate of reaction. |
100% |
|
District Competency: 17. Using the collision theory, explain how rate of chemical reaction is influenced by the reaction conditions. |
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|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will explain how rate of chemical reaction is influenced by the reaction conditions using the collision theory. |
Individually students will explain how rate of chemical reaction is influenced by the reaction conditions using the collision theory. |
70% |
|
District Competency: 18. Predict changes in equilibrium position due to changes in concentration temperature, and pressure. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will predict changes in equilibrium position due to changes in concentration temperature, and pressure. |
Individually students will predict changes in equilibrium position due to changes in concentration temperature, and pressure. |
50% |
|
District Competency: 19. Write the equilibrium constant expression for a reaction and calculate its value from experimental data. |
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|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will write the equilibrium constant expression for a reaction and calculate its value from experimental data. |
Individually students will write the equilibrium constant expression for a reaction and calculate its value from experimental data. |
50% |
|
District Competency: 20. Define entropy and free energy, characterize reactions as spontaneous or nonspontaneous. |
||||
|
Content Standards |
Performance Standards |
Activities |
Assessments |
Mastery |
|
SC 1 SC 7 |
1.5, 1.8, 2.7, 3.4 |
In large group discussion and lecture and through homework assignments, lab, and CD-ROM activities, students will define entropy and free energy, characterize reactions as spontaneous or nonspontaneous. |
Individually students will define entropy and free energy, characterize reactions as spontaneous or nonspontaneous. |
50% |