CHEMISTRY LEARNING GOALS
Unit One:
Students will:
Unit Two:
Students will:
1. be able to identify the three forms of matter, whether they are made of atoms or
molecules, and be able recognize the symbols used for atoms or molecules.
2. know the two different types of mixtures and be able to classify mixtures into one of those two categories.
3. know the four states of matter, their molecular make-up, and description of their shape and volume.
4. know how energy is used to convert from one state to another through freezing, melting, boiling, evaporation, and ,condensation.
5. know what is physically occurring during and able to identify examples of evaporation, condensation, and sublimation.
6. be able to recognize physical and chemical changes and characteristics.
7. be able to name fifty-five of the most common elements from their symbols or will be able to give the symbols for those elements.
8. understand Joule’s Law of Conservation of Energy and why we still have an energy shortage caused by loss to unusable forms and limited energy sources.
9. know the three forms of energy and will be able to categorize energy into one of those forms.
10. know the definition of a calorie and why the definition must contain an amount of substance, type of substance, and temperature change amount of the substance.
11. be able to calculate one of the three variables calories, grams of substance , or temperature change using the equation that relates these three variables together.
12. know how calories are related to food calories and joules, and will be able to convert from one energy unit to another.
13. understand what temperature measures and be able to convert from the centigrade scale to the Kelvin scale and vice-versa.
Unit Three:
Students will:
1. know that all matter has a common origin, making the elements on earth the same
all over the universe.
2.know
of a brief history of atomic structure
discovery from Democritus, to
3.know
4. know the basic particles of an atom.
5. know of Mosely’s discovery of the proton and how it relates to the atomic number
6. know how to identify the atomic mass number and atomic number from the periodic chart and how to use the numbers to determine the number of electrons, protons, and neutrons in an atom or ion.
7. know that Dmitri Mendeleev is given credit for organizing the first periodic chart, how it was organized then, how it is organized now, and how the symbols used were derived.
8. know that the atomic mass number is a relative number based on carbon-12 and how the atomic mass units relate the mass of each element to each other.
9. know what isotopes are and how they create an atomic mass number that is not a whole number.
10. know the difference between ionic and covalent bonds in compounds and able to identify which type of bond exists based on the elements in the compound.
11. be able to make Lewis Dot structure for the atoms of all elements and many compounds.
12. know the difference between polar and non-polar covalent compounds, and be able to label the poles of polar compounds, and charges of ionic compounds based on differences of the elements electronegativities in the compounds.
13. know the characteristics of ionic, polar and, non-polar covalent compounds based on their strengths of attraction and an understanding of what causes the attraction of each bond type.
14. know what Van Der Waal forces are, how they are formed, and in what types of compounds they are a factor.
15. know what types of substances dissolve in what types of substances.
16. be able to explain how soap works based on bond types and substance solubility.
Unit Four:
Student will:
1. understand why elements give off unique colors of light when energized, how it relates to Niels Bohr and quantum mechanics.
2. understand the physical nature and organization of energy levels, sublevels, and orbitals, and how it relates to the periodic chart.
3. understand the Aufbau Principle, Pauli Exculsion Principle, and Hund Rule and how the principles explain the electronic configuration of elements.
4. be able to give the long hand and short hand electronic configuration for any element, using the periodic chart as their source of information.
5. be able to assign the four quantum numbers used in the Rodinger Wave Equation to describe any electron in an elements electronic configuration.
Unit Five:
Students will:
1. be able to name any binary ionic compound.
2. understand that when elements form compounds the electrons lost must equal the electrons gained and how to mathematically determine the formula for any compound so this happens.
3. be able to name any binary ionic compound with a metal with more than one valence using Latin terms or roman numerals.
4. be able to write the formula for any compound containing metals with more than one valence based on names using Latin terms or roman numerals.
5. be able to name and write formulas for mercury (I) and peroxide compounds.
6. be able to name and write formulas for binary covalent compounds
7. be able to name and write formulas for polyatomic compounds.
8. be able to name and write formulas for binary and ternary acids
Unit Six:
Students will:
1. understand the VSEPR Theory and how it can be used to understand three dimensional molecular structures.
2. use the periodic table to determine the three dimensional structure, be able to draw it, and give its bond angle.
3. be able to read an equation and put the symbol meanings into their own words
4. know the difference between reactants and products and will know what coefficients and subscripts in an equation represent.
5. be able to count atoms in compound so they can balance chemical equations.
6. be able to balance equations by adjusting the coefficients only.
7. be able to recognize the four basic types of chemical reactions.
8. be able to write a properly balanced chemical equation given only the reactants.
Unit Seven:
Students will:
1. understand that atoms and molecules are too small to weigh and the need for a larger unit with the same number of particles in it as a weight unit called a mole.
2. understand how the atomic mass in atomic mass units changed to grams can give the weight for the mole for all element and compounds with the same number of particles.
3. know how to find the weight for a mole of any substance, know the number of particles in the mole (Avogadro’s Number), and the volume of a mole of any gas at standard temperature and pressure.
4. know the three conversion factors for a mole and be able to change from one component of those three factors to another by conversion factor method.
5. be able to use two of the three conversion factors learned for a mole to convert in a two step problem from any one of mass, particles, or volume of a mole to one of the other .
6. be able to calculate percent composition of any compound based on the weight of a mole of that substance or given experimental weights of the substance.
7. be able to calculate the empirical formula for a substance.
8. be able to calculate the actual molecular formula for a substance.
Unit Eight:
Students will:
1. understand that the coefficients in a chemical reaction must be thought of as moles of substance to be able to use reaction to calculate stoichiometry problems.
2. be able to prove the Law of Conservation of Matter using molecular weights of the substances in the reaction.
3. be able to use conversion factors to do mole-mole problems
4. be able to use multiple conversion factors to calculate mass-mass, mass-volume, and volume-volume problems.
5. be able to determine the limiting reactant of a reaction.
6. be able to determine the mass of any product based on the limiting reactant.
7. be able to determine the percent yield of a chemical reaction.
8. be able to determine the percent yield of a chemical reaction after determining the limiting reactant.
Unit Nine:
Students will:
1. know that solutions are homogeneous mixtures categorized into solids, liquids, and gases
2. be able to calculate molarity, molality and mole fraction to determine concentration of solutions.
3. understand the terms unsaturated, saturated, and supersaturated.
4. understand bonds broken and formed during the formation of solutions and how it determines if the heat of solution formation is endothermic or exothermic.
5. know the meaning of the terms solute, solvent, solvation , hydration, aqueous, electrolyte, and nonelectrolyte
6. understand the factors that effect solubility and the rate of solubility.
7. understand what colligative properties are and how they affect the boiling and freezing points of solutions.
8. be able to calculate temperature change in boiling point, and freezing points caused by colligative properties of the amount of solute used in a solution.
Unit Ten:
Students will:
1. know what the forward and reverse reactions are in an equilibrium reaction.
2. understand that the only thing that has to be equal in c chemical equilibrium reaction is the forward and reverse rate of the reaction.
3. be able to put a chemical reaction into equilibrium equation.
4. be able to use equilibrium constants to determine what is greater in the reaction-reactants or products
5. be able to calculate the number Q and use it to determine the direction the reaction is moving.
6. understand LeChatelier’s Principle and will be able to use it to determine how the reaction will respond to outside effect placed on the reaction.
7. be able to write and acid equilibrium equation.
8. be able to use the acid equilibrium constant to determine if the acid is weak or strong.
9. be able to write the water equilibrium equation and will memorize its constant and the concentrations of hydroium and hydroxide ions in water.
10. be able to calculate the concentration of hydroium or hydroxide ions in a water solution that has had acid or base added to it using the water equilibrium equation.
11. know what pH and pOH is and how to calculate them given the hydronium or hydroxide concentration.
In addition to the above listed - core units students will be required to complete several individual learning units. The student learning goals are listed with each of the following listed units: